JM 


UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


'^ 


SYLLABIS  OF  LECTL'RES 


ON    THE 


HISTORY  OF  EDUCATION 


WITH 


SELECTED  BIBLIOGRAPHIES 


ELLWOOD   P.   GUBBERr>EY 

Associate  Professor  of  Education, 
Leland  Stanford  Junior  University,  California. 


//  633 


Xrlu  Yoffe: 
THE   MACMILLAN   COMPANY 

LONDON:    MACMILLAN  A  CO.,  Ltd. 
1902 


Copyright,  1902,  by 
ELLWOOD   P.   CUBBERLEY. 


PRESS  OF 

l*t  NEW  ERA  PRINTING  COMPANY 

tANCASTER,   PA. 


library 


PREFACE. 

The  present  is  a  revision  of  a  Syllabus  of  Lectures  nsed  during  the  past 
three  years  -with  a  class  in  the  History  of  Education.  In  revising  it  for  printing 
I  have  made  such  changes  in  arrangement  and  such  additions  and  omissions  a.s 
an  experience  of  three  years  has  seemed  to  indicate  desirable.  It  is  hoped  that 
in  this  new  form  the  Syllabus  and  appended  bibliographies  will  prove  useful  as 
a  practical  guide  to  librarians,  teachers,  and  individual  students. 

The  Syllabus  is  based  on  a  combination  of  the  lecture  and  libi'arj'  methods, 
with  occasional  class  discussions  and  reports.  Instead  of  confining  students  to  a 
few  text-books,  the  aim  has  been  to  give  them  breadth  of  view  by  familiarizing 
them  with  the  literature  of  the  subject,  and  to  provide  some  training  in 
methods  of  independent  work. 

An  attempt  has  been  made  to  study  the  history  of  education  as  a  phase  of 
the  history  of  civilization.  Accordingly  a  close  connection  has  been  maintained 
between  the  history  of  the  civilization  of  a  people  and  the  ideas  on  and  progress 
of  education  among  them.  Significant  political  events,  changes  in  religious  ideas, 
the  attitude  of  the  leaders  toward  the  great  problems,  the  progress  of  scientific 
discovery  and  invention,  and  the  rise  and  progress  of  the  scientific  method  and 
national  spirit  have  been  considered  as  a  back-ground  for  the  study  of  the  history 
of  educational  theories  and  practice.  An  attempt  has  also  been  made  to  separate 
what  was  mere  theory  from  what  was  actual  practice,  what  was  particular  or  local 
from  what  was  general ;  to  give  some  coherence  to  that  confusing  period  between 
the  Protestant  Revolt  and  the  nineteenth  century;  to  set  the  work  of  the 
theorists  and  the  reformers  in  a  proper  relation  to  one  another  and  to  the  times 
in  which  they  lived,  and  to  point  out  how  far  they  have  influenced  the  present ; 
and  finally,  to  sketch  the  great  organizing  movements  of  the  nineteenth  century, 
taking  Germany,  France,  and  England  as  types.  Only  the  slightest  outline  of 
the  history  of  education  in  America  is  given,  just  enough  to  show  the  relation  of 
the  European  development  to  our  own,  this  subject  being  dealt  with  in  another 
course. 

Such  a  course  of  lectures  must,  for  the  present  at  least,  be  built  up  by  the 
lecturer.  To  do  this  economically,  both  for  his  students  and  himself,  a  Syllabus 
of  the  lectures,  with  names,  dates,  and  careful  citations  to  authorities,  is  a  neces- 
sity. The  Syllabus  is  an  abstract,  telling  much  in  some  places  and  almost  nothing 
in  others,  which  the  lecturer  amplifies  to  a  certain  extent.  The  work  of  the 
student  is  to  read  and  back  up  this  outline.  In  any  course  which  deals  largely 
with  concrete  facts,  such  as  the  History  of  Education,  the  History  of  Economic 


iv  PREFACE. 

Theory,  School  Hygiene,  Economic  Geology,  etc.,  and  which  has  not  been  fully 
organized  and  reduced  to  standard  text-books,  or  the  data  of  which  is  constantly 
changing,  a  Syllabus  is  of  particular  value.  In  such  subjects  not  only  can 
a  third  to  a  half  more  work  be  done  with  a  class  by  the  use  of  an  outline 
Syllabus,  but  it  can  also  be  done  better  than  can  a  smaller  amount  under  the 
method  usually  employed.  With  a  Syllabus  the  student  starts  with  the  advantage 
of  knowing  just  what  is  to  be  done  and  how  to  find  the  materials  in  a  library  witli 
which  to  work.  He  spends  his  energies  in  working  to  a  purpose.  Proper  names, 
dates,  important  facts,  names  of  authors,  the  titles  of  books  are  all  down  in  his 
working  outline.  No  class  time  is' wasted  in  copying  such  information  from  dic- 
tation, and  no  vexatious  delays  occur  at  the  library  from  having  misunderstood 
a  title  or  misspelled  a  proper  name.  In  the  class  note-taking  the  student  is  freed 
from  the  necessity  of  attempting  to  make  an  abstract  of  the  lecture,  and  can  con- 
centrate his  attention  more  fully  upon  what  the  lectiTrer  says,  such  notes  as  are 
taken  being  in  the  nature  of  an  amplification  of  the  outline  or  of  noting  points 
to  be  looked  up  while  reading.  Much  of  the  class  note-taking  done  by  students, 
in  courses  where  they  have  no  text-book  or  outline  to  follow,  is  not  particularly 
profitable.  The  notes  are  usually  an  imperfect  abstract  of  the  lecture,  points  of 
minor  importance  are  often  exaggerated  out  of  all  proportion  to  their  value, 
statements  are  frequently  misunderstood,  and  t)ie  student  not  infrequently  leaves 
the  lecture  room  with  a  hazy  conception  of  existing  relations.  With  a  Syllabus 
to  follow,  the  class  note-taking  will  be  done  much  more  intelligently  and  profit- 
ably. 

A  good  Syllabus  tends  largely  to  remedy  the  defects  of  the  lecture  method. 
All  that  the  Syllabus  contains  the  student  has  to  begin  with.  It  becomes  his  text- 
book for  the  course,  with  the  great  advantage  over  a  text-book  in  that  it  does  not 
tell  what  the  student  ought  to  be  finding  out  for  himself.  It  is  a  means  of  making 
the  work  much  more  thorough  and  effective,  though  not  necessarily  easier  to  do. 
Finally,  a  logically  arranged  Syllabus,  with  reading  notes,  forms  a  basis  for  the 
best  form  of  review. 

A  word  should  be  said  as  to  the  many  dates  given  and  the  length  of  the 
bibliographies.  Numerous  dates  have  been  inserted  throughout  the  Syllabus,  not 
with  the  idea  of  having  the  students  memorize  them,  but  that,  being  constantly 
before  their  eyes,  they  may  come  to  have  a  clear  idea  of  the  chronological  sequence 
of  events  and  the  cross-sections,  if  I  may  use  such  an  expression,  of  European 
history.  In  the  bibliographies  many  more  references  have  been  given  than  any 
student  can  expect  or  be  expected  to  read.  The  object  of  giving  so  many 
citations  is  threefold :  First,  to  indicate  a  sufficient  number  that  each  student 
may  be  able  to  obtain  and  read  two  or  three  good  authorities;  second,  to 
familiarize  students  with  the  available  literature  of  each  subject  and  provide 
teachers  with  a  key  to  the  same;  and  third,  to  give  sufficient  bibliographical 
information  on  each  topic  to  enable  students  to  work  up  the  required  semester 


PREFACE.  V 

reports.  It  naturally  follows  that  a  number  of  brief  references  have  been  intro- 
duced in  the  Syllabus,  such  as  in  Section  XXIV,  division  V,  8,  a,  "What 
Braunschweig  did.  (Baumeister,  I,  Pt.  1,  93-99,  164-167;  Koldeway,  I,  xlvi- 
Ixxxix,  II,  xl-lxx;  Kegener,  86-91),"  for  the  purpose  of  referrino:  teachers 
and  advanced  students  to  important  literature  and  without  the  intention  of  going 
into  details  concerning  these  points  in  the  lecture  or  of  requiring  students  to  read 
the  works  cited. 

By  adding  new  titles  as  the  books  appear  the  bibliographies  may  be  made 
still  more  useful.  To  give  some  idea  as  to  the  nature  and  value  of  the  literature 
cited  the  titles  have  been  arranged  in  groups.  In  talking  up  each  new  section 
more  detailed  information  as  to  the  nature  and  value  of  each  book  or  article 
should  be  given  by  the  instructor. 

It  is  a  part  of  a  college  student's  education  to  become  familiar  with  books, 
to  know  the  best  that  has  been  written  on  the  subjects  he  studies,  and  to  become 
somewhat  familiar  with  the  books  themselves.  The  student  in  the  old  college 
who  could  browse  about  in  the  library  had  an  immense  advantage  over  the 
university  student  of  to-day,  who  seldom  gets  nearer  the  stacks  than  the  card 
catalogue.  AVhile  the  administration  of  a  large  library  of  necessity  requires 
that  the  stacks  be  closed  to  the  student  body,  it  is  none  the  less  a  misfortune  to 
the  individual  student,  and  makes  it  all  the  more  necessary  that  the  instructor 
should  provide  the  student  with  the  bibliographies  w'hich  he  can  no  longer  pre- 
pare, even  in  part,  for  himself.  The  great  mass  of  literature  at  present  avail- 
able also  makes  it  advisable  that  students  and  teachers  be  provided  with  a  time- 
saving  key. 

With  reference  to  the  method  followed  in  presenting  the  topics,  as  well  as 
the  subjects  considered  in  or  omitted  from  the  Syllabus,  I  can  only  say  that 
the  present  form  has  so  far  seemed  to  me  to  be  the  best  one  to  follow.  That  I  have 
emphasized  points  which  others  may  consider  of  minor  importance,  and  have 
omitted  points  which  others  would  have  inserted,  I  have  no  question.  It  is  part 
of  the  fate  of  one  who  attempts  to  trace  the  history  of  intellectual  progress  that 
"he  must  submit,"  as  Mr.  Symonds  says,  "to  bear  the  reproach  of  having  done 
at  once  too  little  and  too  much." 

Ellwood  p.  Cubberley. 

Stanford  University,  California,  1902- 


TABLE   OF   CONTENTS. 


PART   ONE:     FIRST   SEMESTER. 

Page. 

I  General    Bibliography 1 

II  Value  a^d  Place  of  the  History  of  Education 6 

III  Ancient   Egyptian   Education 8 

IV  Education  in  Ancient  Chaluea,  Assyria,  and  Babylonia 10 

V  India  and  the  Ancient  Hindus 12 

VI  Chinese  Education 1"* 

VII  Ancient   Persian   Education '^'^ 

VIII  Early  Hebrew  Education 1^ 


IX  Greek    Edlcation 


23 


A  Modifying  Influences  and  General  Charaeteiisties 23 

B  Education  among  the  Early  Greeks 24 

C  Dorian,  or  Spartan  Education 24 

D  Ionic,   or   Athenian   Education 25 

E  Later  Greek  Education ^^ 

X  Roman    Education ^° 

A  Modifying  Influences;  Characteristics  of  the  Romans 36 

B  Education  in  the  Early  Period   [r)()9-148  B.  C] 37 

C  Education  in  the  National  Period  [148  B.  C.-180  A.  D.] 38 

D  The  Period  of  Decadence Z*"^ 

XI  Early  Christian  Education ^" 

XII  The  Barbaric   Invasions:    Formation  of  the  Nations:    Christianizing   the 

Barbarians  :   Preserving  Learning ^^ 

XIII  England  and  Ireland  During  the  Early  Middle  Ages 62 

XIV  The  Revival  Under  Charlemagne  and  Alcuin 67 

XV  Education  from  the  9th  to  the  13tii  Centuries 71  - 

^    XVI  Higher  Learning  During  the  Middli.  Ages:  The  Seven  Liberal  Arts 76 

NVII  Arab  Learning   [800-1200  A.  D.] ^^ 

A  Intellectual  Advances  of  the  Saracens. 80 

B  Condition  of  Christian  Europe  at  the  Time 82 

X\11I  Important  MovEMfcNTS  of  the  10th  to  the  13th  Centi  ries 87 

A  Feudalism:   Evolution  of  the  Common  Man 87 

B  Chivalry :   Education  of  the  Knight 87 

C  The  Crusades :   Revival  of  Commerce °" 

D  Rise  of  the  Free  Cities :   Burgh  Schools 89 

vii 


Vlli  TABLE    OF    CONTEXTS. 

Page. 

XIX  Scholasticism  92 

XX  PiiSE  OF  THE  Universities 98 

XXI  The  Revia^al  of  Learning 109 

A  In    Italj' 109 

B  In   the  Netherlands   and   Germany 112 

C  In  England 115 

D  Influences   aiding  the  Revival 116 

XXII  Schools  Before  the  Reformation 122 


PART  TAYO:     SECOND  SEMESTER. 

XXIII  The  Protestant  Reformation 130 

XXIV  The  Reformation  and  Education  in  Germany 134 

A  Martin  Luther  and  his  Work 134 

B  Melancthon's  Work :    State  Educa-tion 136 

C  Work  and  Influence  of  John  Sturm 139 

D  The  Ritterahademieen 140 

XXV  The  Counter  Reformation  :  The  Jesuits 143 

XXVI  Three  Early  French  Realists 147 

A  Pierre  Ramus 147 

B  Francois   Rabelais 147 

C  Eyquem  de  Montaigne 149 

XXVII  Theory  and  Practice  in  France  in  the  17th  Century 151 

A  The  Jansenists 151 

B  Fenelon 153 

C  La  Salle  and  Primary  Education 154 

D  RoUin's  Picture  of  Higher  Education 156 

XXVIII  Education  in  England,  15th  to  the  18"th  Centuries 158 

XXIX  Some  Early^  English  Theorists 165 

A  Ascham,   the   Humanist 165 

B  Milton,   the   Verbal-Realist 167 

C  Mulcaster,  the  Realist 168 

D  Some  Early  English  Realists 170 

XXX  The  New  Scientific  Method 172 

XXXI  Two  17th  Century  Innovators 178 

A  Wolfgang    Ratichius 178 

B  Johann    Amos   Comenius 179 

XXXII  The  Appeal  to  Nature 187 

A  John  Locke 187 

B  Jean- Jacques    Rousseau 190 

XXXllI  The  Revolution  and  Education  in  France 195 


TABLE   OF   COyXEMS.  IX 

Paoe. 

XXXIV  The  18th  Century  in  Geumany 200 

A  Influences    at    Work 200 

B  Administrative  Rofoi  ins  in  Prussia  and  Austria 203 

C  Johann  Bciuard  Basedow  and  the  Philantliropinum 207 

XXXV  The  Psycholcgical  Conception  of  Education 210 

A  Johann   Heiniich   Pestalozzi 210 

B  Johann    Friedrich    Herbart 219 

C  Fricdricli  Wilhelm  August  Froebel 224 

XXXVI  The  Question  of  Educational  Values 231 

A  Herbert  Spencer's  Essay 231 

XXXVII  The  19th  Century  in  Germany 233 

XXXVIII  The  19th  Century  in  France 244 

XXXIX  The  18tii  and  19tii  Centuries  in  England 262 

XL  European  Influences  Acting  on  American  Edication 282 

A  Early    Foundations 282 

B  Later    English    Influence 284 

C  French    Influence 289 

D  German    Influence 290 

E  Selected  Statistics 292 

F  Bibliography    297 


Appendix  A.     Class  and  Semester  Reports. 
Index. 


TABLE  OF  ILLUSTRATIONS,  MAPS,  AND  CHARTS. 


PART   ONE:     FIRST   SEMESTER. 

Page. 

An   Athenian   School 27 

Groundplan  of  the  GyninaMiuin  at  Epliesos 29 

Roman  Schools — A  Lesson;   Declamation;    and   Punishment 40 

A  Later  Roman  School 42 

Scrolls    and   Bookcase 43 

JNIap :   Europe  in  the  Fourth  Century 54 

Map :   Europe  in  the  Time  of  Charlemagne 55 

A  Monk  in  a  Scriptorium 59 

A  Mediaeval  Writer 59 

Map :  A  MediBeval  Map  of  the  World 65 

Map :  Church  Centers  in  the  Time  of  Charlemagne 66 

An  Outer  Monastic  School 72 

Interior  of  a  Norman  School :   12th  Cent iiry 73 

A   Mediaeval    School 74 

The  Medieval  System  of  Education  Summarized 78 

Chart :  The  Cniversitics  of  the  iliddle  Ages S)(j 

Map :   The  Mediaeval  University  Towns 97 

Bas-Relief  at  the  University  of  Pavia • 99 

A  Lecture  on  Civil  Law 100 

Heinricus  de  Allemagni   reading  Ethics 102 

Library  of  the  University  of  Leydcn 104 

A  School   L1493-14!)oJ Ill 

Bookcase  and  Desk,   Florence " 1 17 

A   Mediajval   School 122 

A  School  of  Mendicant  Monks 123 

A    School    [1338-1344] 124 

A  School   [Caxton,   14S]  ] 125 

A  French  School  [1528] 12(5 

A  School  [1505] 127 

xi 


xii  LIST  OF  ILLVSTRATIOXS,  MAPS,  -4.\Z)  CHAHTS. 

PART   TWO:     SECOND   SEMESTER. 

Page. 

Map :  Result  of  the  Protestant  Revolt 132 

Luther    Giving    Instruction 135 

A  Schoolroom  in  the  16th  Century 13ft 

A  Primary  School  of  the  10th  Century 138 

Map:  Showing  the  Spread  of  Jesuit  Schools  in  German  Territory  by  the  Year  1725 145 

Title-page  of  Hornbye's  Horn-Book   [1622] 158 

The  Free  School  at  Harrow 161 

A    Horn-Book 162 

Seal  of  Louth  Grammar  School 165 

Grantham   Free   Grammar   School 175 

A  School  in  Comenius'  Time 181 

A  French  School  Before  the  Revolution 197 

An  18th  Century  German  School 204 

Pestalozzi  at  Stanz 212 

Chart  of  German  School  System 238 

Chart :  Elementary  Education  in  France .  . 253 

Chart:  The  French  System  of  Education  as  Exemplified  in  Paris 254 

A  Typical  School  Room  in  a  French  Primary  School 255 

Gravel  Lane  Charity  School,  Southwark '^62 

The  Monitorial  System  of  Instruction 264 

Interior  of  the  Central  School  of  the  British  and  Foreign  School  Society 265 

Chart:  Expenditure  from  the  Education  Grants  in  Great  Britain,  1839-1870 268 

Chart :  Work  of  the  School  Boards  in  providing  School  Accommodations 271 

Chart:   Income  and  Expenditures  for  Elementarv  Schools 272 


I     GENERAL    BIBLIOGRAPHY. 

//839 

I  GENERAL  HISTORIES  OF  EDLX'ATION. 

Barxaud,  Henry.     German  Teachers  ami  Educators.      (18G3.) 

Barnard,  Henry.     English  Pedagogy.     (18G2. ) 

Barnard.  Henry,     liaumcr's  German  Universities.     (18.)9.) 

Barnard,  Henry.     Pestaloz~i  and  Pestalozzianism.     (1859.) 

Baumeister,   a.     Handhuch    dcr    Erziehungs-    und     Vntcrrichtslchrc    fiir    hoherc 

Schulen;  Vol.  I,  Pt.   1,  on  Geschichtc  dcr  Piidagogil-,  by  T.  Zeigler    (1895). 
Browning,  Oscar.       Introduction  to  Educational  Theories.      (1885.) 
CoMPAYRE,  Gabriel.     History  of  Pedagogu.      (Trans,  by  Payne,  1885.) 
Davidson^,  Thomas.     History  of  Education.      (1900.) 
DiTTES,    Fr.     Geschichtc   der  Erziehung   und   des    Unterrichtes.      (9th    Ed.,    1890.) 

Also  bound  in  Dittes'  Schule  dcr  Padagogik,  pp.  769-1040.     (Gth  Ed.,  1901.) 
Hailman,  W.  N.     History  of  Pedagogy.     ( 1874.) 
Kayser,  Joh.     Kchrcin's   Uberhliclc  der  Geschichie  der  Erziehung   und  des   Untcr- 

richts.      (9tli  Ed.,  1890.) 
Munroe,  Jas.  p.     The  Educational  Ideal.      (1895.) 
Painter,  F.  V.  N.     History  of  Education.      (1886.) 

Paulsen,  Fr.     Geschichtc  des  gelchrten  Unterrichts.     (2d  Ed.,  2  V.,  1896.) 
Payne,  Jos.     Lectures  on  the  History  of  Education,  TVorA-s,  Vol.  II.      (1892.) 
Plath,  Julius.     Schorn's  Geschichtc  der  Padagogik.     (19th  Rev.  Ed.,  1899.) 
Quick,  R.  H.     Essays  on  Educational  Reformers.     (Rev.  Ed.,  1890.) 
Raumer,    Karl    von.     Geschichte    der    Padagogik    vom    u-iederaufhliihen    klassiker 

Studicn.      (5th  Ed.,  1877-80.)      Translated  in  Barnard,  above. 
^      Regener,  Fr.     Skizzen  zur  Geschichte  der  Padagogik.      (1898.) 
»  "^      Schiller,  Herm.\nn.     Lehrhuch  der  Geschichte  der  Padagogik.      (2d  Ed.,  1891.) 
I       SCHMID,  K.  A.     Geschichtc  dcr  Erziehung  vom  Anfang  an  bis  auf  unserc  Zeit.      (4 
N  Vols.,  1884-1896.) 

Schmidt,  Dr.  Karl.     Geschichtc  der  Padagogik.     (4   Vols.,   4th   Ed.,   1878-1886.) 
^•^'Seeley,  Levi.     History  of  Education.     (1899.) 

Stein,  Lorenz.     Das  Bildungsicesen.     (1884.)     Often  bound  as  Vols.   V,  VI,   and 

VIII  of  his  Die  Verualtungslchrc. 
^    Williams,  S.  G.     History  of  Modem  Education.     (2d  Ed.,  1896.) 

Of  the  general  histories  mentioned  in  the  above  list,  Barnard,  ^Munroe,  Quick, 
Paulsen,  LMath,  Raumer,  and  Williams  cover  only  the  period  since  the  Renaissance. 
Of  the  histories  in  English,  Compayre,  Davidson,  Munrce,  and  Quick,  will  be  found 
most  useful,  considered  as  a  whole.  The  primers  by  Browning  and  Hailman  are 
good.  Alunroe  and  (,>|uick  are  the  best  on  the  modern  reformers.  Schmidt  is  no 
longer  of  value,  thougii  often  found  in  lilirarics.  Williams  is  good  on  some  tO])ics  and 
worthless  on  others.  Painter,  Payne,  and  Secley  are  very  unsatisfactoiy,  and  are 
not  referred  to  in  the  Syllabus. 

Of  the  German  texts,  Baumeister,  Paulsen,  and  Schmid  are  standards.  Raumer, 
due  to  tlie  English  translations  by  Barnard,  is  still  quite  valuable.  Stein  and 
Kayser  are  also  good.  Of  the  short  (German  histories,  the  ones  by  Dittes,  Plath, 
Regener,  and  Schiller  are  among  the  best.  These  four  and  Baumeister  have  been 
cited  throughout  the  Syllabus,  and  will  afford  students  good  practice  in  rcadinir 
easy  German. 

1 


GEXERAL    BIBLIOGRAPHY 


List 


den 


II  GENERAL  BIBLIOGRAPHIES  OF  THE  HISTORY  OF  EDUCATION. 

BuissoN,  F.  Repertoire  des  ouvragcs  pcdagogique  du  XVI  *  Steele.  In  INIusee  Peda- 
gogique,  Memoires  et  documcnis  sclwlaiies,  Xo.  3  (1886).  Supplement,  No. 
25  (1887). 

BuissoN,  F.  Dictionnaire  de  pcdagogie  et  d'instruetion  primaire,  Part  I,  tome  1, 
pp.  194-251.     List  of  French  educational  works,  1491-1878  A.  D. 

Columbia  University.  Catalogue  of  Books  on  Education  in  the  Libraries  of  Colum- 
bia University.      (1901.) 

CoMENius  Stiftuxg.     Katulog  der  pitdagogischen  CcntralbibliofheJ:.      (1892.) 
of  00,000  titles,  mostly  German. 

Hall,  G.  Stanley.     Bibliography  of  Education.      (1886.) 

HuNZiKER,  O.     Katalog  der  Bibliothelc  des  Pestalozzianums  zu  Ziirick.      (1894.) 

KehrbacHj    K.,    editor.     Das    gesamte    Erziehungs-    und    Unterrichtsicesen    in 
Landern  deutscher  Zunge.     (Quarterly;  Vol.  I  issued  in  1899.) 

Monroe,  Paul.     Svllahiis  of  Lectures  on  the  History  of  Education.      (1900.) 

Monroe,  Will  S.     Bibliography  of  Education.      (1897,  Intern.  Educ.  Series.) 

MuNROE,  Jas.  p.     The  Educational  Ideal,  pp.  233-247.      (1895.) 

MusEE  Pedagogique.  Catalogue  des  ouvrages  et  documents.  (2  Vols.,  1886;  Sup- 
plement, 1889.) 

Poole,  W.  F.,  and  Fletcher,  W.  I.  Index  to  Periodical  Literature.  (3rd  Ed.,  to 
1882;    1st  Supplement,  1882-1887,  Vol.  Ill,  1887-1892.) 

Poole,  W.  F.,  and  Fletcher,  W.  I.  A.  L.  A.  Index  to  Periodical  Literature.  (2d 
Ed.,  to  Jan.  1st,  1901.) 

Poole,  W.  F.,  and  Fletcher,  W.  I.     Annual  Literary  Index,  yearly,  1892-1902. 

South  Kensington  Mushum.     Catalogue  of  the  Education  Library.     (1893.) 

U.  S.  Com.  of  Educ.  Bibliographj'  of  German  books  on  the  History  of  Education; 
in  Report,  1893-1894,  1,  306-308.      (93  titles.) 

U.  S.  Com.  of  Educ.  Catalogue  of  Publications  of  the  Bureau,  1867-1895;  in  Report, 
1894-1895,  II,  1821-1828. 

U.  S.  Com.  of  Educ.     Index  to  Barnard's  Ain.  Jr.  of  Education.      (1892.) 

Van  Der  Ley,  P.  H.  Catalogus  van  de  Pcedagogische  Bibliotheck  van  hat  yeder- 
landsch  Onderivijzers-Cenoolschap.      (1891.) 

Wolter,  August.     Padagogishes  Vademekum,  pp.  28-41.      (1892)   225  titles. 

Wyer,  J.  I.,  and  Lord,  I.  E.  Educational  Revieic,  April,  1900,  1901,  and  promised 
for  April  of  each  year  to  come. 

Sonnenschein.     Cyclopedia  of  Education.    Short  liihl.,  pp.  529-540. 

References  to  additional  Bibliographies  will  be  found  under  subject  headings  in 
the  Syllabus. 

The  Columbia  Catalogue  is  the  most  useful  of  all  the  list.  Wyer  &  Lord,  Poole 
&  Fletcher,  and  Kehrbach  are  good  to  keep  up  with  the  new  literature.  Kehrbach  is 
excellent,  most  of  the  articles  being  described  and  valued.  Hall  and  Monroe  (W.  S.) 
should  be  in  all  libraries  for  reference,  though  the  former  is  old  and  the  latter  is 
unsatisfactoiy  and  sometimes  inaccurate.  Monroe  (P.)  is  a  selected  bibliography  of 
the  history  of  education  rather  than  a  syllabus.  The  museum  and  library  catalogues 
will  be  useful  to  those  investigating  special  subjects. 


Ill  MISCELLANEOUS  COLLECTIONS  OF  WRITINGS  AND  SOURCES. 

^   Butler,  N.  M.,  editor.     Great  Educator  Series.     11   V.      (1892-1901.) 

Frohlich,  G.,  editor.     Die  Klassiker  der  Piidagogik.     20  Vols.,  1887-1900.      {Klass. 

der  Pad.) 
Harris,   Wm.   T.,   editor.     International  Educational  Series.      50   Vols.,    1880-1901. 


GENERAL    UlBLlOaliAl'HY.  3 

^Heath,  D.  C.  &  Co.     HcailCs  Pedagogical  Libniry  ,Scncs.     37  Vols.,  1885-1901. 
I.SKAEL,  August,  editor.     Sanimluitg  srltni  gcirordcncr  pUdagogischcr  Schriften  dcs 

16  und  n  Jahrhtinderts.     13  numbers,  1879-188G.      (i^am'l.  Pad.  Schr.) 
Kkiirbach,    K.,   editor.     Mouiimoita    Gcnnania   Ptcdagogica.     22    Vols.,    1886-1901. 

{Moil.  (lenn.  Pcvd.) 
Klxz,  F.  X.,  editor.     Bibliothck  dcr  hathulischcn  Padagogik.     13  Vols.,  1888-1901. 

(Bibl.  Kath.  Pad.) 
LiNDER,  G.  A.,  editor.     Piidagogische  Klassiker.    18  Vols.,  1877-1888.      (Piid.  Klass.) 
Manx,    Fr.,    editor.     Bibliothck    pddagogischer    Klassikei:     39    Vols.,     1870-1900. 

(Bibl.  Pad.  Klass.) 
V     MoxROE,    Paul.     Source   Book    for    the    History   of   Education    for    the    Greek    and 

Roman  Period.      (1901.) 
IMisliK,  Pedagogique.     Mcmoires  ct  documents  scholaires.     A  collection  of  114  mono- 
graphs, 18S4-1889.      (Mem.  et  Docs.  Schol.) 
RiCHTER,  Albert,  editor.     Neudrucke  piidagogischcr  Schriften.     15  parts,  1890-189(5. 

(Neud.  Pad.  8chr.) 
PviCHTER,  Kakl,  editor.     Piidagogische  Bibliothck.    16  Vols.,  1878-1881.     (Pad.  Bibl.) 
ScHULZ,    B.,    Gaxsen,    J.,    and    Keller,    A.      Sammlung    der    bedeutendsten    piida- 

gogischen  Schriften  aus  alter  und  neuer  Zeit.     26  Vols.,  1888-1900.      (Sam'l. 

Bedcut.  Piid.  Schr.) 
SouQUET,  Paul.     Les  ccrivains  pedagogique  du  A'F/«  siecle.     (3rd  Ed.,  1897.) 
Warner,  Chas.  D.     Library  of  the  World's  Best  Literature.     30  Vols.,  1898. 

The  volumes  belonging  to  the  above  collections  will  be  referred  to  throughout 
the  Syllabus  wherever  they  apply,  with  the  exception  of  Souquet,  the  extracts  of 
which  are  too  short  to  be  of  any  particular  value,  and  Warner.  The  latter  may  be 
found  in  almost  all  libraries,  and  often  contains  good  translations,  in  whole  or  in 
part.  Where  accessible  it  is  always  worth  consulting  when  properly  edited  editions 
are  not  at  hand.  The  collections  edited  by  A.  Richter  and  by  Israel  contain 
valuable  reprints  of  old  works,  and  should  be  in  every  university  library. 

IV  CYCLOPEDIAS. 

BuissoN,  F.     Dictionriaire  de  pedagogie  et  d' instruction  primaire.    Two  parts,  each  in 

2  Vols.     Pt.  I  contains  the  historical  articles.      (1886-1887.) 
Encyclopedl-v  Britannica.     9th  Ed.      (Enc.  Brit.) 
Kiddle,  H.,  and  Sciiem,  A.  J.     Cyclopedia  of  Education.      (1883.) 
Lindner,  G.  A.     EncyklopUdisches  Eandbuch  der  Erziehungskunde,   mit  besonderer 

Berucksightigung  des  Volksscliuhcesen.     1   Vol.      (1884.) 
Rein,  Geo.  W.     EncyklopUdisches  Handbuch  dcr  Piidagigik.     7  Vols.      (1895-1899.) 
Sander,  F.     Lexikon  der  PUdagogik.     1  Vol.      (1889.) 
SCHMID,   K.   A.     Encykloptidie   dcs  gesammten   Erzichungs-   und    L'nlvrrichtsivcscn. 

2d  Ed.,  10  Vols.      (1876-1887.) 
SciiMiD,   K.    A.     Piidagogische    Handbuch    filr  Schulc   und    Haus.     2d   Ed.,   2   Vols. 

(1S83-18S5.) 
Sonnensciii.in's  Cyclopedia  of  Education,  A.  E.  FLErciiER,  editor.     1  Vol.      (1889.) 

The  Britannica  is  usually  worth  consulting;  its  longer  articles  are  good. 
Neither  of  the  two  English  Cyclopedias  of  Education  is  of  much  value  for  historical 
purposes,  though  of  the  two  Sonnonschein's  is  the  better.  Sander  is  of  little  value. 
Lindner  has  special  reference  to  the  ^'olksschnh•,  with  brief  articles  and  good 
attached  bibliographies. 

Of  the  larger  works.  Rein  is  tlie  best.  The  articles  are  less  dilTuse  than  in 
Schmid's  larger  work,  and  tiie  bii>liographies  are  good.  Schmid's  (Irschichte  dcr 
Erzichung  is  a  better  reference  than  his  Encyklopadic.  Buisson  is  good  only  for 
articles  on  J^'rance  or  Frenchmen. 


t  GEXERAL    BIBLIOGRAPHY. 

V  CHRONOLOGICAL  TABLES :   DICTIONARIES  OF  EDUCATIONAL 
HISTORY. 

Fischer,   Otto.     Lebcn,   Schriften,    and  Bcdeutiinr/   der   icichtigstoi   Plidagogen    his 

zum  Tode  Pcstalozzi.      (2d  Ed.,  1895.) 
FoERSTEE,  Eduard.     Tabcllen  sur  Geschichte  der  Piidagogik.      (3rd  Ed.,  1899.) 
FuxKE,  C.  A.     Handbiiclilein  der  Geschichte  der  Padagogik.      (1885.) 
Patzold,  W.     Tahellen  zur  Geschichte  der  Padagogik.      (1891.) 

Of  the  above  Fischer  is  a  valuable  dictionary,  and  Foerster  is  a  valuable  chrono- 
logical key.  Patzold  is  of  little  value,  and  Funke  is  quite  inferior  to  Fischer.  These 
works  are  useful  only  as  dictionary  references. 

VI  HISTORICAL  ATLASES. 

CoLBECK,  C.     The  Public  School  Historical  Atlas.      (Sq.  Bvo,  101  maps,  1885.) 
Droysen,  Professor  G.     Allgemeiner  Historischer  Hand-Atlas.     (Large  folio,  C4er- 

man  explanatory  text,  1886.) 
Freeman,  Edw.  A.     Historical  Geography  of  Europe.     Part  I,  Text;   Part  II,  His- 
torical Maps.      (Royal  Svo,  2d  Ed.,  1882.) 
Labberton.     Historical  Atlas.      (4to,  explanatory  text.) 

Poole,  R.  L.     Historical  Atlas  of  Modern  Europe.     (Imperial  4to.     1900-1901.) 
PuTZGER,  F.  W.     Historischer  Schul-Atlas.     The  best  of  the  cheap  atlases.      (Royal 
8vo.) 

Droysen  and  Poole  are  magnificent  library  references  atlases,  with  large  well- 
executed  maps.  Putzger,  Freeman,  Labberton,  and  Colbeck,  are  cheap  atlases,  and 
are  named  in  the  order  of  merit.  I'he  maps  in  Putzger  are  very  well  executed.  The 
maps  in  Freeman,  though  somewhat  lacking  in  detail,  are  still  very  satisfactory. 

VII  MAGAZINES,  REPORTS,  AND  PROCEEDINGS. 

^   American  Journal  of  Education,  edited  by  Henry   Barnard.     31   Vols.,    1855-1881. 

Index,  published  by  U.  S.  Bureau  of  Education,  1892.      {Barnard's  Jr.) 
,    Reports  of  the  U.  S.  Commissioner  of  Education.     1SG7-8;   1870-date.     In  two  vol- 
umes since  1888-89.      (Rep.  U.  S.  Com.  Educ.) 
fJducation;  a  monthly  journal,  edited  by  Kasson  &  Palmer.     Boston,  1881-date.     22 

Vols.,  completed  with  June,  1902. 
Educational  Review;  a  monthly  journal,  edited  by  Nicholas  Murray  Butler.     Xew 
•  York,  1891-date.    23  Vols.,  completed  with  May,  1902.     {Educ.  Rev.) 

Xeue  Bahnen;  a  monthly  journal,  edited  by  H.  Scherer.    Wiesbaden,  1890-date.     12 

Vols.,  completed  with  1901.     Continuation  of  Pcedagogium. 
Pwdagogium ;  a  monthly  journal,  edited  by  Fr.  Dittes.    Leipzig,  1879-1896.     18  Vols. 
Proceedings  of  the  National  Educational  Association  of  the  U.  S.     1857-1901,  except 

1861,  1862,  and  1878.     Index,  1857-1897.     National  Teachers  Association  to 

1870.     {Proc.  N.  E.  A.) 
School  Review;  a  monthly  journal  of  secondary  education.     Chicago,  1893-date.     9 

Vols.,  completed  with  1901.      {8ch.  Rev.) 

All  of  these  journals  have  published  historical  articles  from  time  to  time,  and 
are  referred  to  in  the  Syllabus.  Barnard's  Jr.,  Neuc  Bahnen,  and  Pcedagogium  have 
been  particularly  rich'  in  historical  articles.  Journals  and  reports  should  be 
examined  from  time  to  time  for  new  literature. 


GEXERAL    BIBLIOGRAPHY.  ^ 

VIII  CITATIONS. 

(Capes,  26^1) — AH  citations  to  authorities  are  inclosed  in  parentheses. 

|-1492]-1-A11  dates  and  explanatory  statements  are  enclosed  in  brackets.  Synonymous 
terms  in  foreign  languages  are  in  brackets  and  in  italics. 

All  titles  of  books  are  in  italics.  Where  an  article  forms  part  of  a  book  or  a  maga- 
zine, and  both  are  given,  only  the  title  of  the  book  or  magazine  is  printed  in 
italics.     In  calling  for  books  at  the  library  call  only  for  the  title  printed  in 

italics. 
In  case  the  paging  in  the  edition  at  hand  does  not  correspond  with  the  citation,  as 
may  happen  with  new  or  different  old  editions,  consult  the  table  of  contents  or 
the  index. 


II  VALUE   AND   PLACE   OF   THE    HISTORY   OF 

EDUCATION. 

I  NATURE  OF  THE  TEACHER'S  WORK. 

1  Tendency  to  limit  ideas  to  a  narrow  circle,  and  professional  activity 

to  the  elements  of  a  few  branches,  leading  to : 
a  Narrow  discussions  of  educational  principles. 
b  A  one-sided  view  of  education. 

2  Corrective  value  of  a  thoi^ghtful  study  of  the  history  of  education. 

This  should  lead  to  : 
a  A  willingness  to  reconsider  and  revise, 
b  Broad,  unprejudiced,  and  unselfish  views  on  educational  questions 

and  in  the  shaping  of  an  educational  policy. 
c  A  more  exalted  ideal  of  one's  work, 
d  Higher  personal  efficiency. 

1)   Efficiency  increased  by  a  knowledge  of  the  history  of  one's 
art. 

3  Need  of  a  perspective  in  any  field  of  labor. 

II  EDUCATIONAL  PROGRESS  A  GRADUAL  EVOLUTION. 

1  Progress  marked  by  increasing  adaptation  to  the  physical  and  social 

environment. 

2  Evolution  in  education  has  taken  place  through  helpful  influences 

extended  downward,  not  through  ignorance  reaching  upAvard. 

4  The  hope  of  the  race  must  ever  depend  on  increasing  culture  for  the 

greatest  number. 

III  NATURE  OF  THE  STUDY  OF  THE  HISTORY  OF  EDUCATION. 

1  The  history  of  education  a  history  of  civilization. 

a  The  worth  of  a  civilization  determined  by  how  thoroughly  social 
and  humanitarian  influences  have  permeated  the  masses,  not 
the  classes. 

1)  Contrast  between  ancient  and  modern  nations. 

2)  The  submerged  portion  of  the  ancient  populations. 

b  The  history    of  education  a  history  of  changing  national  ideals. 
1)   The  slow  stages  of  educational  progress. 

2  The  history  of  education  a  study  of  the  conscious  or  unconscious  means 

employed  for  the  perpetuation  of  national  character  and  the  pro- 
motion of  public  welfare,  either  social  or  religious. 

6 


VALUE   AXD    PLACE    OF    THE    HISTORY    OF   EDUCATION. 

a  Advances  and  retrogressions. 

b  Gradual    secularization    of    education    and    extension    of    State 
supervision. 
^    3  Value  of  the  study  from  the  standpoint  of  liberal  culture, 
a  Broader  outlook  and  sympathy. 
b  Willingness  to  labor  and  to  wait. 
c  One's  ideals  exalted  through  reverence  for  great  teachers. 

4  IMethods  of  studying  the  history  of  education.    ■ 

5  Place  of  the  study  in  the  teacher's  training. 

a  What  a  study  of  the  history  of  education  does  not  do  for  the 
teacher. 

IV  SMALL  INTEREST  IX  OBSCURE  BEGINNINGS. 

1  Little  of  value  in   educational  history  until  after  men  substituted 

reflection  for  instinct  and  science  and  art  for  an  animistic  con- 
ception of  nature. 

2  Study  of  educational  progress  among  primitive  people,  or  those  who 

have  contributed  little  to  the  stream  of  European  civilization,  of 
only  minor  value, 
a  Individual  or  national  life  as  opposed  to  tribal  existence. 

1)  An  educational  ideal, — a  philosophy  of  life  necessary, 

2)  Preservative  vs.  liberal  education. 

3  A  distinct  political  or  ethical  conception  necessary  as  a  basis  for  a 

national  system  of  education, 
a  Consequent  importance,  in  our  study,  of : 

1)  The   political   organization;    classes   in,    and   flexibility   of 

society. 

2)  Status  of  family  and  social  life. 

3)  The  religious  and  moral  conceptions  of  a  nation. 

4)  Power  and  influence  of  the  clergy. 

5)  State  of  scientific  knowledge  and  investigation;   tolerance 

toward  new  truths. 

6)  The  national  progress  in  education. 

4  Early  systems  which  are  worthy  of.  a  brief  study. 

V  REFERENCES. 

KlEiiLK,   D.   L.     History   of   Eduealion:    what   it    stands   for;    in   School   Rev.,   IX, 

310-315. 
LArniE,  S.  S.     Pre-Christirtn  Eduealion,  1-8. 

Maxwell,  W.  H.     Literature  of  Education;  in  Educ.  Rev.,  II,  322-334. 
Payne,  W.  H.     Practical  Value  of  the  History  of  Education;  in  Proc.  N.  E.  A.,  1889, 

218-223. 
Williams,  S.  G.     Value  of  tlie  History  of  Education  to  Teachers;  Ibid.,  223-231. 


Ill     ANCIENT   EGYPTIAN    EDUCATION. 

(tRawlinson,  ch.  iv;  Schmid,  I,  153-177;  Stein,  I,  1G7-171;  Taylor,  I,  15-32.) 

I  POLITICAL,  SOCIAL,  AND  RELIGIOUS  INFLUENCES.  (Laurie, 
11-38;  Maspero,  ch.  iv;  Eenouf;  Sayce,  58-72.) 

1  Feudal  character  of  the  Egyptian  State.     (Erman,  chs.  v,  vi.) 

a  Unifying  elements  in  EgjT^tian  life, 
b  Bureaucratic  government. 

2  The  religion  a  combination  of  many  elements.     (Budge,  chs.  vi,  ix; 

Erman,  ch.  xii.) 
a  Nature  of  among: 

1)  The  lower  classes. 

2)  The  higher  classes. 

b  Power  and  influence  of  the  priestly  class. 

1)  In  developing  the  theology. 

2)  In  political  and  social  affairs. 

e  Morality  preceptive  and  dogmatic, — not  philosophical. 

1)   Influence  in  developing  a  strong,  manly  type  of  character. 

3  Social  Conditions.     (Maspero,  296-325.) 

a  Partial  caste  system. 

1)   The  three  orders  or  estates. 

a)   Power  and  condition  of  each, 
b  Ability  of  the  clever  to  rise, 
c  Status  of  woman.     (Erman,  ch.  viii.) 

II  EDUCATION  IN  ANCIENT  EGYPT.  (Brassington,  17-25;  Budge, 
ch.  X;  Erman,  chs.  xiv,  xv;  Laurie,  38-45;  Rep.  U.  S.  Com.  Educ, 
1894-1895,  II,  pp.  1798-1799.) 

1  Based  on  the  religion,  morality,  law  and  social  customs  of  the  land. 

a  Emphasis  placed  on : 

1)  Practical  intelligence. 

2)  Development  of  personality. 

2  Nature  of  Egyptian  education. 

a  Elementary  schools. 

1)   Elements  of  reading,  writing  and  arithmetic. 

a)   To  whom  open.     Where  found.    IIow  far  general, 
b  Advanced  instruction. 


AJSiCIENT    EGYPTIAN    EDUCATION. 

1)  Reading  and   writing  the  hieratic  and  hieroglyphic  char- 

acters, and  mathematics.     (Budge,  ch.  ii;  Cajori,  9-15.) 
a)  Where  such  schools  were  found. 

2)  These  opened  the  way  to  the  professions. 

a)   How  a  lower  class  boy  might  rise. 

3  The  professions  in  Egypt.    Higher  learning.     (Budge,  ch.  v;  *Rawlin- 

son,  I,  ch.  ix ;  Sayce,  72-89 ;  Smith,  ch.  ix,  pt.  v. ) 
a  The  scribe;  his  work  and  learning, 
b  The  architect;  his  training, 
c  The  physician ;  nature  of  his  attainments, 
d  Singers ;  dancers ;  musicians ;  jugglers. 

4  Training  for  military  life. 

5  Education  of  the  priestly  class. 

a  Exoteric  and  esoteric  knowledge, 
b  The  priestly  colleges. 

6  Method;  discipline. 

7  No  conscious  social  effort  involved.     (Laurie,  45^8.) 

a  Technical  vs.  liberal  purpose. 

Ill  REFERENCES. 

1  Secondary  Authorities  of  First  Importance. 

Budge,  E.  A.  W.     Dicellers  by  the  Nile. 
Erman,  Adolph.     Life  in  Ancient  Egypt. 
Laurie,  S.  S.     Pre-Christian  Education.    /3  "  0  2j* 
*E,AWLiNSON,  George.     History  of  Ancient  Egypt,  I. 
Sayce,  A.  H.     Ancient  Empires  of  the  East. 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  I. 
Smith,  Philip.     Ancient  History  of  the  East. 
Steix,  Lorenzo.     Das  Bildungswesen,  I. 

2  Minor  Secondary  Authorities  and  General  Works. 

Brassingtox,  W.  S.     a  History  of  the  Art  of  Bookbinding. 
Cajori,  F.     A  History  of  Mathematics.   ^— /4>. 
Maspero,  G.     Dawn  of  civilization  in  the  East. 
tPiAWLixsoN,  George.     Moses;  His  Life  and  Times. 
Rexouf,  p.  Le  Page.     The  Religions  of  Ancient  Egypt. 
Rep.  Com.  of  Educ.     Imber,  on  Ancient  Egyjitian  Education;  in  Rep.  U.  S.  Com. 

Educ,  1894-1895,  IL   /  /^^^//yf, 
Taylor,  Henry  Osborn.     Ancient  Ideals,  I. 

Wilkinson,  Sir  J.  G.     Manners  and  Customs  of  the  Ancient  Egyptians.     3  Vols. 
(Pictures  onlv  of  value.) 


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IV     EDUCATION   IN  ANCIENT   CHALDEA,   ASSYRIA, 

AND    BABYLONIA. 

(Laurie,  53-03;   Scliniid,  I,  137-153;   Smith,  ch.  xvii.) 

I  MODIFYING  CONDITIONS.      (Budge,   chs.   ix,   x;    fMaspero,   eh.   ix; 
Taylor,  I,  32^5.) 

1  Relation  of  Chaldea,  Assyria,  and  Baljylonia  to  one  another. 

2  Mixed  character  of  the  religion.     (*Sayce,  ch.  viii;  fSayce,  145-157.) 

a  Gradual  elevation  by  the  priesthood  of  the  Lord  of  Hosts,  the 

God  of  Battle,  above  the  other  gods, 
b  Popular  religion  a  crude  polytheism. 

1)   Lack  of  a  strong  ethical  element  as  a  basis  for  education. 

3  Family  life  and  status  of  the  wife.     (*Sayce,  chs.  ii,  iv.) 

a  Polygamy  and  concubinage. 

b  Lack  of  a  strong  moral  basis  for  education. 

4  Absence  of  the  despotic  caste  system. 

a  Political  status  of  the  masses. 

b  Slavery  practically  a  caste.     (*Sayce,  ch.  vi.) 

5  Country  constantly  disturbed  by  wars. 

a  Effect  of  this. 

b  Contrast  Avitli  Egypt. 

II  NATURE  OF  UPPER-CLASS  EDUCATION.     (Budge,  ch.  viii;  *Sayce, 
chs.  iii,  vii;  fSayce,  157-173.) 
1  Extensive  education  for  the  few. 

a  Town  libraries.     [Brick  tablets.] 

1)  Assur-bani-pal's  work.     (Brassington,  7-16;  *Maspero,  ch. 
xvi.) 
b  State  observatories  and  astronomers-royal. 

1)  Astrological  tables, 
c  Practical  mathematics.     (Cajori,  5-9.) 
d  Technical  and  military  training, 
e  Medicine  largely  magic  formula?. 
2,  For  whom  intended. 

3  Probably  royal  as  well  as  priestly  and  scribe  schools. 

a  Little  known  as  to  schools  and  teachers, 
b  Probable  nature  of  instructi<m. 

4  Status  of  elementary'  education. 

10 


11  EDUCATION   IN   ANCIENT  CHALDEA,  ASSYRIA,   AND  BABYLONIA. 

5  Chaldean  influence  on  the  Hebrews.     {Rep.  V.  8.  Com.  Educ,  1894-5, 
II,  pp.  1796-1798.) 

Ill  KEFERENCES. 

1  Secondary  Authorities. 

Budge,  E.  A.  \V.     Babylonian  Life  and  History. 

Cajori,  F.     a  History  of  Mathematics.       ^Sl/'  ,   ^-j 

Laurie,  S.  S.     Pre-Christian  Education.     6  1  ~  <>  { . 
•*Maspero,  G.     Life  in  Ancient  Egypt  and  Assyria. 
fMASPERO,  G.     Dawti  of  Civilization  in  the  East. 
•Sayce,  a.  H.     Social  Life  Among  the  Assyrians  and  Babylonians. 
tSAYCE,  A.  H.     Ancient  Empires  of  the  East. 

ScHiiiD,  K.  A.     Geschichte  der  Erziehung,  I. 

Smith,  Philip.     The  Ancient  History  of  the  East. 

Taylor,  He>^ry  Osp.orx.     Ancient  Ideals,  I. 

2  General  Works. 

Brassix'gtox,  W.  S.     History  of  the  Art  of  Bookbinding. 

Rep.  Com.  of  Educ.     Imber,  on  Influence  of  learning  of  the  Chaldeans  on  the         . 
Hebrews ;  in  Report,  1894-1895,  II.    /7^6    "  /  7  f  ^^  I  TO  I  ^  ^  ^ '^ 


/ 


V     INDIA   AND   THE   ANCIENT    HINDUS. 

^Compayre,  2-C;   fDutt;   Letounieau,  387-403;   May,  I,  3-13;    Sclimid,  I,   87-115;    Stein,  I, 

171-174.) 

I  RELIGION  AND  CASTE.     (fDutt,  chs.  i-iii;  Laurie,  157-166;  LeBon, 
283-333.) 

1  Brahmanical  caste  system  developed  [1200-1000  B.  C.]. 

2  The  castes  in  the  State.     (*Dutt,  I,  228-246.) 

a  Priests  |  Including-  scholars  and  legislators]. 
b  ]\Iilitary  caste    [Including  executives], 
c  Merchants  [All  who  employed  labor]. 
d  Laborers. 

e  A  still  loAver  class.     Social  outcasts.    Pariah. 
3.  Religious  conceptions.     (Taylor,  I,  ch.  iii.) 

a  A  combination  of  shamanism,  ancestor  worship,  and  pantheism. 

1)  Transmigration;  sacrifice;  ritualism. 

2)  Moral    aim    absorption, — extinction;    endless    felicity,    not 

Christian  sacrifice, 
a)   Little  support  for  the  moral  life  in  such  a  religion, 
b  Buddhism    [500-262   li.   (,'.]    a   reform   movement.      (fDutt,   chs. 
iv-v;  Tayhn*,  I,  ch.  iv.) 
1)    Its  equally  despairing  outlook. 
4  Low  position  of  woman.     (*Dutt,  I,  247-262;  II,  89-107.) 
a  Effect  on  educati(>n. 

II  THE   HINDU  EDUCATIONAL  SYSTEM.      (fDutt,  chs.  i-iii:  Laurie, 
166-177.) 

1  The  priestly  caste. 

a  Extent  and  aim  of  higher  education.      (*Dutt,   I,   263-271;  II, 

125-134.) 
b  The  priestly  colleges. 

1)  What  was  taught  in  these, 
c  Private  schools. 

2  The  military  and  rk  reliant  castes. 

a   Extent  to  which  these  might  })artake  of  education. 

3  Til"  hd)oring  class. 

a   'I'heir  place  in  llic  naticii. 

4  The  village  commune  in  ('diication. 

12 


13  INDIA    AXD    THE    ANCIENT    HINDUS. 

5  The  position  of  woman. 

a  Education  of. 
b  Exceptions. 

6  Method  of  teaching. 

Ill  REFERENCES. 

1  Secondary  Authorities. 

CHAjrBERLAiN,  Wm.  I.     Education  in  India.    ^ 
CoMPAYRf:,  G.     History  of  Pedagogy.      Z  "e? 

*DuTT,  R.  C.     History  of  Civilisation  in  Ancient  India.     3  Vols. 

fDuTT,  R.  C.     The  Civilisation  of  India. 
Laurie,  S.  S.     Pre-Christian  Education.     ^  ^'~ (%% 
Letourneau,  Ch.     U evolution  de  I' education. 
ScHMED,  K.  A.     Geschichte  der  Erziehung,  I. 
Stein,  Lorenzo.     Das  Bildungsicesen,  I. 

2  General  W'orks. 

Le  Bon,  Gustave.     Lcs  civilisations  de  VInde. 

May,  Sir  Thos.  E.     Democracy  in  Europe,  L     l~f^ 

Taylor,  Henry  Osborn.    Ancient  Ideals,  I. 


)ajJU--i  ,  hij^  '-11 


iu 


l>t--- 


^^::jiiU^  Ic^-.^  /1^-,-^u  ^  u^  ^-a.,^. 

\v;^;cu^  7:Lc._.^e«:c:i^<^_2  <^-^±^^  ^^v^v^^v^  .Lr^^J-^r^^^ 

i^^^r^.  ^^^XJ:,  ^j.^j 


ISff. 


VI     CHINESE   EDUCATION. 

(Biot,  see  contents;   Compayie,  11-13;  Eiido;   Hailman,  Lect.  i;   Letourneaii,  cli.  x;  May,  I, 
15-24;  Payne,  3-8;  Schmid,  I,  59-87.) 

I  INFLUENCES  WHICH  HAVE  PREVENTED  PROGRESS.      (fDon- 
glas;  Laurie,  10-4-120;  Taylor,  I,  45-57;  Williams,  I,  chs.  x,  xi.) 

1  Geographical  isolation. 

2  National  self-conceit. 

3  Nature  of  spoken  language. 

4  A  literary  language  which  crystallized  in  its  early  stages. 

5  Personality  of  the  individual  over-shadowed  by : 

a  The  family  and  the  State. 
b  The  spirits  of  the  dead. 

6  Superstitious  reverence  for  the  past. 

a  Antiquity  a  guarantee  for  truth. 

b  Over-shadowing  influence  of  Confucius   [b.  551  B.  C]  ;  Mencius 
[d.  317  B.  C]  ;  and  the  Chinese  Classics.     (Eudo;  *Legge, 
fLegge,  I,  1-21,  91-113 ;  Williams,  I,  ch.  xi.) 
1)   Chow-Tsze's  [d.  1200  A.  D.]  interpretation  of  the  Classics 
still  in  use. 

7  The  "The  Doctrine  of  the  Mean,"  or  "Just  IMedium."     (fLegge,  I, 

35-55.) 

8  Absence  of  philosophical  speculation  or  physical  science. 

9  A  love  of  formalism  and  ritual. 

II  RELIGIOUS  AND  MORAL  IDEAS.     (Laurie,  104-120.) 

1  Conception  of  a  Supreme  Being  and  of  a  future  life. 

2  Knowledge  with  reference  to  virtue  and  morality. 

3  Morality,  social  order,  and  propriety  of  conduct  the  fundamentals. 

4  Sanctity  of  the  family  relation.     (*Douglas,  ch.  x.) 

a  Relation  of  husband  and  wife. 
b  Relation  of  father  and  children. 

5  Prudential  virtue.    Rules  vs.  feelings. 

Ill  THE  EDUCATIONAL  SYSTEM.      (Barnes;  *Douglas,  ch.  ix ;  Laurie, 
120-126;  Letourneau,  ch.  x;  Williams,  I,  ch.  ix.) 
1  General  education  common  for  4,000  years. 

a  The  present  system  began  in  the'  second  century  B.  C,  and  Avas 
fully  organized  by  700  A.  D. 
14 


15  CHINESE    EDUCATION. 

2  Effect  of  Chinese  ideas  on  education. 

3  Have  they  a  system  of  public  education  1 

4  Admission  to  civil  and  honorary  service. 

IV  THE  EXAMINATION  SYSTEM.  (Barnes;  Doolittle,  I,  chs.  xv-xvii ; 
*Douglas,  eh.  ix ;  Laurie,  126-134 ;  *Martin,  39-56,  75-82 ;  fMar- 
tin,  22-28;  Williams,  I,  ch.  ix.) 

1  The  preparation.    Books  studied. 

2  The  preliminary  examinations. 

a  Nature  and  frequency  of. 

b  Privileges  granted  to  those  who  pass. 

3  The  departmental  examinations. 

a  Nature  and  frequency  of. 

b  Privileges  granted  to  those  who  pass. 

4  The  provincial  examinations. 

a  Nature  and  frequency  of. 

b  Privileges  granted  to  those  who  pass. 

5  The  Peking  examination. 

6  Numbers  taking  the  examinations. 

7  Powers  tested  by  the  examinations. 

8  Rewards  of  success. 

9  The  callings  open  to  an  educated  Chinaman. 

V  CHINESE  SCHOOLS.     (Doolittle,  I,  ch.  xv;  Dresslar;  Laurie,  134-145; 
Lee;  *Martin,  57-84;  flMartin;  AVilliams,  I,  ch.  ix.) 

1  The  school-master  and  the  school. 

a  Hours ;  fees ;  buildings ;  etc. 

b  Age  and  ceremony  of  admission. 

c  Manner  of  instruction. 

2  Course  of  Study. 

a  Rigidity;  rote  work. 

b  The  three  grades  of  instruction. 

1)  The  first  book  or  Primer, 

2)  The  second  book. 

3)  The  Four  Books  and  the  Five  Classics. 

3  Method  of  instruction. 

a  Earlier  stages;  reading  and  writing, 
b  Higher  stages. 

4  Discipline. 

5  Education  of  women. 


16  CHIXESE    EDUCATION. 

VI  RESULTS  OF  THE  SYSTEM.  (Laurie,  145-151.) 

1  Political  and  social  results. 

2  Characteristic  qualities  of  mind  of  the  Chinese. 

3  Lack  of  an  ideal  human  aim. 

4  The  system  from  our  point  of  view. 

VII  REFERENCES. 

1  Sources. 

fLEGGE,  James.     The  Chinese  Classics.     7  Vol?. 

2  Important  Secondary  Authorities. 

DooLiTTLE,  Rev.  J.     Social  Life  of  the  Chinese. 
*DouGLAS,  RoRT.  K.     Socicty  in  China. 

DRES.SLAR,  F.  B.     Chinese  Pedagogics  in  Practice;   in  Education,  XX,  136-143. 

EuDO,  H.     Confucius  and  his  Educational  Ideals;  in  Proc.  JV.  E.  A.,  1893. 

Laurie,  S.  S.     Pre-Christian  Education.     fof~/C^f. 

Lee,  Yan  Phon.     When  I  teas  a  Boyin  China. 
fLEGGE,  James.     The  Life  and  Teachings  of  CMifiicius ;  in  The  Chinese  Classics,  I. 
"Martin,  W.  A.  P.     The  Chinese;  their  Educufw'n_,  Philosophy,  and  Letters. 
t^tARTix,  W.  A.  P.     Education  in  China;  in  Circulars  of  Information,  No.  1,  1877, 
U.  S.  Bu.  of  Educ. 

Williams,  S.  Wells.     The  Middle  Kingdom. 

3  Less  Important  Secondary  Authorities. 

Barxes,  E.  and  M.  Historic  Ideals  and  ^lethods  of  Chinese  Education;  in 
Studies  in  Education,  112-118. 

BiOT,  E.  Essai  sur  I'histoire  de  Vinstruction  puhlique  en  Chine  ct  do  la  cor- 
poration dcs  letf)'cs. 

CoMPAYRx:,  G.     History  of  Pedagogy.    //~/3 

Hailmax,  W.  N.     History  of  Pedagogy.  /^  -~  /  io , 

Letourxeau,  Ch.     L'erolution  de  Veducaiion. 

Payxe,  Jos.     Lectures  on  the  History  of  Education. 

ScHiriD,  K.  A.     Geschiclite  der  Erziehung,  I. 

4  (General  Works. 

fDovGLAS,  R.  K.     Language  and  Literature  of  China. 
*Legge,  James.     The  Religions  of  China. 

JIay,  Sir  Thos.  E.     Democracy  in  Europe,  I.     /(fi  ^  2.  *f 

Taylor,  Henry  Osborx.     Ancient  Ideals,  I. 


\ 


^^  ^'  '^'^^-^1   ^"^^^  ^^^^^   ^^h    3^^^  3^ffP<:^5-?-^/;I]r. 


VII     PERSIAN    EDUCATION. 

(Compayre,  14-15;  Laurie,  178-195;  Letourneau,  403-414;  Schmid,  I,  115-137.) 

I  THE  PERSIAN  GOVERNMENT. 

1  Local  autonomy  granted  to  subject  nations. 

2  Toleration  of  foreign  manners  and  religion, 

3  Absence  of  the  caste  system. 

4  Premium  placed  on  personality  and  initiative. 

II  THE  PERSIAN  CHARACTER. 

1  Disposition  toward  humanity.    Mercy;  equity;  and  cheerfulness. 

2  Strong  family  and  national  feeling. 

3  Supreme  virtues. 

4  National  religion  a  religion  of  light. 

a  Freedom  from  idolatry  among  the  better  classes.      (Sayce,  256- 

270.) 
b  Strong  ethical  elements. 

5  Natural  influence  of  these  elements  on  the  education  of  the  young. 

6  Significance  of  Persian  life  and  education. 

III  PERSIAN  EDUCATION. 

1  Nature  of  their  system. 

2  The  plan  of  education. 

a  The  period  of  home  education, 
b  The  period  of  public  instruction. 
c  The  education  of  the  upper  classes. 

3  Characteristics  of  early  education. 

4  Education  and  position  of  women. 

5  Education  of  the  Magian  priesthood. 

6  IMethod  of  instruction. 

IV  REFERENCES. 

1  Secondary  authorities. 

CoMPAYR^;,  G.     History  of  Pedagogy.  Ji-I^, 

Laurie,  S.  S.     Pre-Christian  Education.     /  %^~  X-  ^  / 

Letourneau,  Ch.     L'4volution  de  l'6ducation. 

Sayce,  A.  H.     The  Ancient  Empires  of  the  East. 

Schmid,  K.  A.     Geschichte  der  Erziehnng,  I.        -^  . 


J.„.IJj^^.'^-'""-" 


VIII     HEBREW    EDUCATION. 

(May,   I,   32-40;    Letourneau,   351-37!);    Levy;    Platli,    17-22;    Sclimid,    I,   294-333;    Stein,   I, 

174-180.) 

I  FIVE  GREAT  PERIODS  IN  HEBREW  LIFE  AND  EDUCATION. 
(Leipziger,  187-197;  Marcus,  pt.  1;  Simon,  pt.  1;  Strassburger, 
1-2-1 ;  Taylor,  II,  chs.  xvii,  xviii,  ix. ) 

1  Preceding  the  time  of  Moses. 

a  Character  of  the  people. 

2  From   the   Exodus    [1493    B.    C]    to   the    death    of    Samuel    [1043]. 

(Deuteronomy,  v,  vi;  Imber,  1801-5;  Kent,  89-98;  Laurie,  65-80.) 
a  The  educational  and  Political  reforms  of  Moses. 

1)   His  exalted  conception  of  God. 
b  Education  entrusted  to  the  priests  and  Ijevites. 

1)  What  they  taught. 

2)  Priests  gradually  neglected  their  duty. 
c  Samuel  founded  the  school  of  the  Prophets. 

1)   Importance  of  their  work. 
d  Nature  of  the  education  of  the  masses  up  to  the  time  of  Samuel. 

3  Fnmi  the  death  of  Samuel  [1043]  to  the  return  from  Babylon  [538]. 

(Imber,  1804-5;  Kent,  196-206;  Laurie,  80-83;  Proverl)s,  I.) 
a  The  reforms  of  Samuel  short-lived.     From  the  death  of  Solomon 
[976]  to  the  captivity  [721;  588]  a  period  of  civil  dissensions 
and  increase  of  ignorance. 
b  The  Jews  in  the  schools  of  their  captors. 

4  From  the  return  from  Captivity  [538]  to  the  birth  of  Christ.     (Laurie, 

83-92.) 
a  Priests  and  Scribes  became  the  teachers  of  the  people. 

1)  The  priests  neglected  their  priestly  functions,  for  which  they 

Avere  called  to  account  (Malachi,  II,  1-12). 

2)  The   synagotiues    |c.   450 1    centers   of   instruction.      Ezra's 

great   open-air   Bible   class    (Laurie,    86-88;  Nehemiah, 
viii,  1-8.) 

3)  Sabbath  schools  among  the  Jews  at  this  period.     (Ellis.) 

b  Ezra    [c.  450]    called  "The  Great  Synod"  together.     Work  of 
this    assembly    in     establisliing    schools.       (Imber,     1806-8, 
1818-20.) 
1)   Advances  dui-ing  this  pei-icd. 

18 


19  HEBREW    EDUCATION. 

c  Learning  and  law  now  centered  in  the  Scribes,  or  "Rabbins." 
(Laurie,  84-91.) 

1)  Their  method  of  teaching. 

2)  Gradual  growth  of  their  power. 

3)  Licreasing  extent  of  their  learning. 

a)   Greek  studies  in  the  third  century,  B.  C. 
5  After  the  birth  of  Christ.     (Laurie,  92-95;  Leipziger,  193-197.) 

a  Work  of  Josue  ben  Gamala  [c.  64  A,  D.]  in  establishing  free  com- 
pulsory education. 
1)   Conception  of  education  as  a  means  of  national  regeneration 
and  preservation. 
b  First  people  to  insist  on  the  education  of  all. 
c  Lasting  effect  of  the  religious  and  national  training. 

II  THE    TALMUD:     ITS    CHARACTER,    DIVISIONS,    AND    DxVTE. 

(Imber,  1808-10.) 

1  The  Mishnah. 

a  Covers  two  centuries  before  and  after  Christ, 
b  Written  by  the  Rabbins  after  70  B.  C. 

1)  First  edition,  190  A.  D. 

2)  First  critical  edition,  270  A.  D. 

2  The  Gemara. 

a  Covers  about  three  centuries  from  the  close  of  the  Mishnah. 
b  Written  about  500  A.  D. 

Ill  EDUCATIONAL  MAXIMS  FROM  THE  TALMUD. 

(,  ■      1  He  who  studies  and  teaches  others  possesses  treasures  and  riches. 
"^        2  He  who  has  learned  and  does  not  impart  his  knowledge  unto  others  disregards 
the  Word  of  God. 

3  It  is  not  permitted  to  live  in  a  place  where  there  is  neither  master  nor  school. 

4  Jerusalem  was  destroyed  because  her  instructors  were  not  respected. 

5  If  both  the  father  and  the  teacher  are  threatened  with  any  material  loss  the  latter 

should  be  protected  first. 

6  As   soon   as  the  child  begins  to   speak   the   father   should  teach   him   to  say   in 

Hebrew,  "  The  law  which  Moses  commanded  us  is  the  heritage  of  the  congre- 
gation of  Jacob,"  and,  "Hear,  0  Israel,  the  Eternal  our  God  is  one  God." 

7  The  teacher  should  strive  to  make  the  lesson  agreeable  to  the  pupils  by  clear 

reasons,  as  well  as  by  frequent  repetitions,  until  they  thoroughly  understand 
the  matter  and  are  able  to  recite  it  with  great  fluency. 

8  No  man  can  acquire  a  proper  knowledge  of  the  Law  unless  he  endeavors  to  fix 

the  same  in  his  memory  by  certain  marks  and  signs. 
0  Let  the  honor  of  the  pupil  be  as  dear  to  thee  as  thine  own. 
,  ^       10  He  who  gives  instruction  to  an  unworthy  pupil  will  suffer  for  the  consequences 
thereof. 
II  The  study  of  the  Law  is  very  important  because  it  leads  to  good  actions.     He 
whose  good  actions  exceed  his  wisdom,  his  wisdom  shall  endure. 


(ylA.  Vv^A>t^»'..^    ^  ^.;{^   c..^^    ,jA^    KA^^tiAyL   yj^     c,^ 


s  .,,ei^^  K .  ^  c^ .  F, 


^uliiyo   K  .   /? 


^/»--.--«>-'t/xA-<^xir»,^\^ 


20  HEBREW    EDUCATION. 

12  Just  as  a  man  is  bound  to  have  his  son  instructed  in  the  Law,  so  also  should  he 

have  his  son  taught  some  handici'aft  or  profession.  "  Whosoever  does  not  teach 
his  son  a  handicraft  teaches  him  to  be  a  thief. 

13  One  learns  much  from  his  teachers,  more  from  his  school-fellows,  but  most  of  all 

from  his  pupils. 

14  The  instruction  of  cnildren  should  not  be  interrupted,  even  for  the  purpose  of 

building  a  Holy  Temple. 

15  Only  those  pupils  should  be  punished  in  whom  the  master  sees  that  there  are 

good  capacities  for  learning,  and  who  are  inattentive;  but  if  they  are  dull  and 
cannot  learn  they  should  not  be  punished.  Punish  with  one  hand  and  caress 
with  two. 

TV  THE  CIVIL  LAAVS  OF  THE  TALMUD.     (Fenton;  Spiers,  57-106.) 

1  Divisions  and  nature  of  the  Laws. 

a  Laws  relating  to  damage  suffered  by  a  person  or  his  cattle  and 

other  animals,  caused  by  a  pit,  well,  or  fire, 
b  Laws  relating  to  claims  for  theft. 
c  Laws  relating  to  compensation  for  bodily  injuries. 
d  Laws  relating  to  robbery. 

2  What  the  Laws  reveal  as  to  the  life  and  occupations  of  the  people, 

V  THE  SCHOOL  SYSTEIM  OF  THE  TALMUD.  (Laurie,  92-100;  Leip- 
ziger,  198-221;  Letourneau,  359-372;  Lewit;  Marcus,  pt.  2; 
Simon,  pt.  2;  Strassburger,  24^91.) 

1  The  community  and  its  educational  duties.     (Imber,  1811-14.) 

2  Points    of    importance    in    the    later    Hebrew    system    of    education. 

(Imber,  1812-14;  Spiers,  1-18.    Maxims  above.) 
a  Qualities  requisite  to  becoming  a  teacher, 
b  High    estimation    of    the    office    of    instructor.     Reverence    for. 

(Spiers,  16-18,  37-39.    Maxims  above.) 
c  Education  a  national  interest. 

d  Duties  of  parents.    (Edersheim,  ch.  vii;  Imber,  1813-14.     Maxims 
above.) 

3  Importance  of  teaching  each  child  a  trade.     (Spiers,  40-45.) 

4  Gradation  of  instruction,  and  nature  of.     (Edersheim,  ch.  viii;  Imber, 

1812-13;  Laurie,  98-99;  Spiers,  19-36.) 
a  Early  home  training.    Intensity  of  famil}-  life, 
b  From  five  to  six  years  of  age. 
c  From  six  to  ten  years,  the  Pentateuch. 
d  From  ten  to  fifteen  years,  the  Mishnali. 
e  After  fifteen,  the  Gemara.     (Ellis,  376.) 

5  Details  of  school   organization.      (Imber,   1813-14;   Laurie,    95-100; 

Spiers,  46-55.) 
a  Divisions  of  classes. 


21  HEBREW    EDUCATION. 

b  Pupil  teachers. 

e  Transfers  betAveen  schools. 

d  Punctuality  and  regularity  of  attendance. 

e  School  hours,  days,  and  holidays.     (Imber,  18-43.) 

f  Nature  of  discipline. 

g  Use  of  rewards. 

6  Equal  education  for  all  classes. 

7  Music  in  Jewish  education. 

8  Education   of   girls.     The   ideal   of   female   education.      (Edersheini, 

ch.  viii;  Proverbs,  xxxi,  10-28.) 

VI  JEWISH  SCHOOL  BOOKS. 

1  First  reading-slip  the  Law  of  Moses. 

2  Translation  of  a  reader  used  about  1800  years  ago,  shoAving  the  kind 

of  reading  material  used.     (*Imber.) 

3  The  Pentateuch;  the  Mishnah;  and  the  Gemara. 

YII  LESSONS  TO  BE  DRAWN  FROM  JEW^ISH  EDUCATION. 
VIII  REFERENCES. 

1  Sources. 

*Imber,  N.  H.     An  ancient  Jewish  Primer,  by  Rabbi  Akabah;  in  Rep.  U.  8.  Com. 
Educ,  1895-1896,  I.    7  0  /  "  7 1  i 
The  Old  Testament. 
The  Talmud. 

2  Secondary  Authorities  of  First  Importance. 

Edersiieim,  Rev.  Dr.  A.     Jeicish  Social  Life  in  the  Days  of  Chiist. 

Imber,  N.  H.     Education  and  the  Talmud;    in  Rep.   U.  S.   Com.  Educ.,   1894- 

1895,  II.    /  T  1  J~-fS2.0  . 
Laurie,  S.  S.     Pre-Christian  Edi 
Leipziger,  H.  M.     The  Education  of  the  Jews. 
Letourneau,  Ch.     U evolution  de  Veducation. 
Lewit,     J.     Darstellung     der     theoretischcn     und    praktischen     Piidagogik     in 

Jiidischen  Alterthum  nach  Talmudischen  Qucllen. 
Marcus,  Samxjel.     Die  Pddagogik  des  israelitischen  Volkes. 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  I. 

Simon,  Joseph.     L'education  et  Vinstruction  des  enfants  chez  Ics  anciens  Juifs. 
Spiers,  B.     The  School  System  of  the  Talmud. 
Stei.n,  Lorexz.     Dus  'Biklvngswesen,  I. 
Strassbl'RGEr,  B.     Geschichte  der  Erziehung  und  des  Unlerricht  bei  den  Israe- 

liten. 

3  Less  Important  Secondary  Authorities  and  General  Works. 

CoMPAYRf:,  G.     History  of  Pedagogy.     (^  ^  /  / 

Ellis,  A.  Caswell.     Growth  of  the  Sunday  School   Idea;   in  Ped.  Sem.,  Ill, 

375-377. 
Fexton,  Johx.     Early  Ilebrew  Life. 


lucation.    rr-'/O*''^^^^^''^^^^  ^^^^*-*^- 


HEBREW    EDUCATION. 


22 


he  Hebrew  People.  «  ^     ^  A  \ 

in  Europe,  1.30-^O  (?U>trv^*»^<^<^-vAO -^    U^^^J 
iichte  der  Piidaqoaik. 


Kent,  Ciias.  F.     A  History  of  the  Hebrew  People. 
M\Y,  Sir  Thos.  E.     Democracy 
Plath,  Julius.     Schorn's  Geschichte  der  Pddagog 
Taylor,  Henry  Osborx.    Ancient  Ideals,  II. 

eioMj.l :  T 


Cbt^a/*-^^ 


IX     GREEK  EDUCATION. 

(Browning,  1-17;  Compayre,  17-42;  Felton,  I,  lect.  viii;  Freeman,  map  iv;  Grasberger;  Hail- 
man,  18-30;  May,  I,  43-138;  Quinn;  Kegener,  2-18;  Schiller,  5-15;  Sclimid,  I,  178-257.) 

A  IMoDiPYiNG  Influences  and  General  Characteristics, 

I  INFLUENCE  OF  THEIR  RELIGION.  (*Davidson,  3-11;  De  Cou- 
langes,  49-67 ;  Dickinson,  1-18,  126-186 ;  Gardner  and  Jevons, 
68-87;  Lanrie,  196-210,  213-226;  Smith,  47-55;  Taylor.  I,  ch. 
viii.) 

1  Religion  idealized  humanity. 

a  Absence  of  awe  and  fear, 

b  Homeric  poems  the  starting  point  of  the  inner  life  of  the  Greeks. 

2  The  divine  element  in  all  men. 

a  Struggle  for  inner  harmony. 

b  Conditions  necessary  to  realize  this  ideal. 

1)  Influence    on    marriage,    and    on    the    subject-matter    and 
method  of  education. 

3  Strong  moral  unity  of  the  Greek  people. 

4  Greek  art  and  Greek  character.      (Dickinson,  187-226.) 

5  The  Greek  games  and  the  Greek  drama.      (Duruy,  II,  pt.  2,  378-394; 

Gardner  and  Jevons,  269-273.) 
a  Physical  and  moral  value  of  the  games. 

1)  Social  training  of  the  games. 

2)  Effect  on  the  Greek  character, 
b  Moral  training  of  the  drama. 

II  THE   CITY  STATE.      (*Da\'idson,  12-25;  Dickinson,   65-125;  Duruy, 
II,  pt.  2,  378-394;  Fling,  ch.  2;  Gardner  and  Jevons,  1-9.) 

1  Influence  of  the  geographical  position  of  the  Greek  states. 

2  Nature  of  the  political  organization. 

a  Degree  of  political  unity. 

b  Relation  of  freemen ;  foreign  residents ;  and  slaves. 

1)  Who  were  educated, 
c  Idea  of  the  dominant  power  of  the  ruling  class. 

3  The  place  of  the  family  in  society. 

4  Influence  of  commerce. 

a  Greek  power  of  assimilation. 

5  Influence  of  the  Persian  "Wars. 

23 


24  GREEK    EDUCATION. 

Ill  COMMON  FEATURES  OF  ALL  GREEK  EDUCATION.  (Becker, 
1-21,  217-240;  Bliimner,  eh.  iii;  JDavidson,  86-105;  *Davidsoii, 
33-37;  Laurie,  196-226;  Monroe,  1-15;  Quinn,  271-276.) 

1  Education  everywhere  recognized  as  a  public  necessity. 

a  Provision  for. 

2  Citizenship  a  degree. 

a  How  obtained, 
b  To  whom  open. 

3  Stages  everywhere  the  same,  though  the  age  limits  ditfered.  - 

a  The  four  stages. 

1)  Nature  of  education. 

2)  Examinations. 

4  Education  of  women.       (Dickinson,  154-167.) 

a  Nature  of,  and  extent. 

B    Early  Greek  Education. 

(^Davidson,  38-40;  Lane,  11-27;  Laurie,  226-22'7.) 

I  ^OLIANS  THE  FIRST  OF  THE  GREEKS  TO  MAKE  ANY  NOT- 
ABLE ADVANCE. 

1  Early  promise  as  a  people  not  fulfilled. 

a  The  cause  of  this. 

2  Nature  of  their  education  in  gymnastics,  music,  and  letters. 

3  Work  of  Epaminondas. 

4  Early  education  in  Crete. 

C  Spartan  Education. 

(♦Davidson,  41-51;  Dittes,  51-56;  Duruy,  I,  434-475;  Fling,  ch.  3,  32-44;  Gardner  and  Jevons, 
414-431;  Lane,  31-38;  Letourneau,  419-428;  Monroe,  15-24;  Miiller,  II,  Bk.  iv,  ch.  v; 
Smith,  55-71;  Stadelmann,  50-55;  Wilkins,  1-59.) 

I  THE  SPARTAN  IDEAL. 

1  As  influenced  by  the  location  of  Sparta. 

a  Elements  in  the  population  of  the  Spartan  State.         ' 

2  First  duty  of  each  citizen. 
^  Virtues  demanded. 

4  Aim  of  education. 

5  The  "Laws  of  Lycurgus"  (Barnard's  Jr.,  XIV,  611-624;  Duruy,  I, 

pt.  2,  457-475;  Plutarch,  I,  Lycurgus). 


25  GREEK   EDUCATION. 

II  THE  NATURE  OF  SPARTAN  EDUCATION.      (Fling,  pt.  3,  32-44; 
Hobhouse,  14-15;  Laurie,  228-248.) 

1  The  period  of  infancy. 

a  Examination.    Training. 

2  The  period  of  boyhood. 

a  Nature  and  support  of  schools. 

1)  The  pccdonomus. 

2 )  The  school ;  classes ;  discipline. 

3)  Dress;  food. 

b  The  method  of  instruction. 

1)  The  teachers. 

2)  Authority  of  the  elder  men. 
c  The  subject-matter  of  instruction. 

d  The  ruling  idea  of  instruction  during  this  period. 

1)  Nature  and  object  of  instruction  in  gymnastics. 

2)  Nature  and  object  of  instruction  in  music, 
e  Why  no  higher  education. 

3  The  period  of  youth.     [Cadets;  epliehi.] 

a  Military  training. 

1)  Nature  of  the  new  training. 

2)  Food;  beds;  drills, 
b  Training  in  expression. 

4  The  period  of  manhood ;  full  citizenship. 

a  The  marriage  relation. 
b  The  State  and  the  family, 
c  Socialism  of  Spartan  life. 

5  The  education  of  women  in  Sparta. 

a  Nature  of,  and  eii'ect  on  their  character. 

Ill  RESULTS  OF  THE  SPARTAN  SYSTEM.      (Duruy,  I,  469-475.) 

1  Qualities  emphasized.     Examples. 

2  Qualities  over-looked  and  sacrificed. 

3  Effect  of  the  system  on  the  State. 

4  Chief  lesson. 

D    Ionic,  or  Athenian  Education. 

(Becker,  1-21,  217-240;  Darembei-f;  and  Saglio,  article  cdncatio;  "^Davidson,  60-92;  fDavid- 
son,  53-77;  IDavidson,  86-105;  Dittes,  56-04;  Gardner  and  Jevons,  297-322;  Girard; 
Lane,  39-85;  Laurie,  248-288;  *Mahaffy;  JMaliaffy,  ch.  xi;  Plath,  1-7;  Quinn,  271-276; 
Wilkins,  60-100.) 


26  GREEK    EDUCATION. 

I  THE  ATHENIAN  IDEAL.       (Laurie,  248-249.) 

1  Athenian  education  a  reflex  of  Athenian  life.       (Bliimner,   eh.  iii; 

fDavidson,    29-52;    Duruy,  11,    pt.    2,    645-664;    Girard,    1-8; 

Monroe,  24-31.) 
a  Contrast  with  that  of  Sparta, 
b  Private  life  vs.  public  life. 

1)  The  place  and  nature  of  family  life. 

2)  Its  relation  to  State  education. 

2  Aim  of  Athenian  education.       (Girard,  8-16.) 

a  The  ideal  of  an  educated  man. 

b  Motives. 

c  Object  of  instruction. 

d  Ideal  of  personal  conduct. 

II  ORGANIZATION  OF  THE  ATHENIAN  SCHOOLS.  (*Davidson, 
67-72;  Girard,  17-61,  100-125,  241-252;  Lane,  49-57;  Laurie, 
253-256,  276-278;  *Mahaffy,  ch.  v;  AYhittaker.) 

1  Extent  of  State  supervision. 

a  Over  private  schools  and  pakestra. 

b  Over  the  gymnasia. 

c  Extent  of  compulsory  education. 

2  School  houses. 

3  School-masters. 

a  Position;  qualifications;  fees. 
b  Discipline. 

4  The  Pedagogue. 

a  His  work  and  position.      (See  picture,  Girard,  121.) 

5  Hours  of  instruction.     Holidays. 

6  Method  of  teaching. 

a  Pictures  of  schools.      See  Girard,  as  follows : 

1)  Interior  of  a  school,  (pp.  109,  111,  171,  and  173). 

2)  Interior  of  a,  palcestra,  (pp.  191,  193,  195,  and  197). 

3)  Showing  boys  exercising,  (pp.  199-215). 

b  Pictures  of  ancient  school  and  library  materials.       (Daremberg 
and  Saglio,  II,  pt.  2,  1699-1705;  Schreiber,  plates  89-92.) 

Ill  NATURE  OF  ATHENIAN  EDUCATION.      (*Davidson,   60-92;   Guhl 
and  Koner;  Laarie,  248-288;  Quinn,  108-111,  186-200,  271-276; 
Whittaker.) 
1  The  period  of  infancy.      (Bliimner,  ch.  ii;  Hobhouse,  3-5;   fSmith, 
II,  94-99;  Stadeimann,  22-28;  Ussing,  I.) 
a  Family  education. 


27 


GREEK   EDUCATION. 
AN  ATHENIAN   SCHOOL. 


(From  a  cup  discovered  at  Caere,  signed  by  the  painter  Douris,  and  now  in  the  Museum  of 
Berlin.     A.  Michaelis,  Archaolog  Zeitung,  1873,  pi.  1.) 


A    LESSON    IN    MUSIC    AND    GRAMMAR. 

[Explanation: — At  the  right  is  the  paidagogos;  he  is  seated,  and  turns  his  head  to  look 
at  his  pupil,  who  is  standing  before  his  master.  The  latter  holds  a  triptych  and  a  stylos: 
he  is  perhaps  correcting  a  task.  At  the  left  a  pupil  is  taking  a  music  lesson.  On  the  wall 
are  hung  a  roll,  a  diptych,  a  lyre,  and  an  unknown  cross-shaped  object.] 


A    LESSON    IN    POETRY    AND    MUSIC. 

[Explanation: — At  the  right  sits,  cross-legged,  the  paidagogos,  who  has  just  brought 
in  his  pupil.  The  boy  stands  before  the  teacher  of  poetry  and  recites  his  lesson.  The  master, 
in  a  ciiair,  holds  in  his  hand  a  roll  which  he  is  unfolding,  upon  which  we  see  Greek  letters. 
Above  these  three  figures  we  see  on  the  wall  a  cup,  a  lyre,  and  a  leather  case  of  flutes.  To 
the  bag  is  attached  the  small  box  containing  moutlipicces  of  different  kinds  for  the  flutes. 
Farther  on  a  pupil  is  receiving  a  lesson  in  music.  The  master  and  pupil  are  both  seated  on 
scats  without  backs.  The  master,  with  head  erect,  looks  at  the  pupil  who,  bent  over  his 
lyre,  seems  absorbed  in  his  playing.  Above  are  hanging  a  basket,  a  lyre,  and  a  cup.  On  the 
wall  is  an  inscription  in  Greek.] 


28  GREEK   EDUCATION. 

b  Home  life;  games;  discipline.       (Girarcl,  65-99;  *Maliaffy,  ehs. 
i,  ii;  Richter,  cli.  i.) 

2  School    education.       (Bosanquet,    1-23;    *Davidson,    67-84;    Girard; 

Hobhouse,    5-14;    Lane,    58-80;    Laurie,    259-270;    Letourneaii, 
435-458;  *Mahafty,  chs.  iii-vi;  Stadelmann,  56-127;  Ussing.  11.^ 
a  Age^imits. 
b  Gradual  differentiation  of  subjects, 

1)   Secondary  education  an  evolution, 
c  Literary    education.       Subjects    and    methods     of    instruction. 
(Girard,  126-160.) 

1)  Eeading  and  Literature. 

2)  Arithmetic.      (Cajori,  63-67;  Tetlow.) 

3)  Writing. 

4)  Geometry  [after  c.  400,  B.  C], 

5)  Drawing  [after  c.  350,  B.  C.]. 

6)  Grammar  [after  c,  300,  B,  C], 

7)  Rhetoric  and  Dialectics  [after  c.  200,  B.  C.]. 

d  Musical  education.      (Girard,  161-184;  *Mahaffy,  chs.  v,  vi.) 

1)  Place  in  Greek  education. 

2)  Chanting  and  singing. 

3)  Use  of  the  lyre  and  cithara, 

e  About  350,  B.  C.  school  education  differentiated  into : 

1)  Primary  education.      Teacher  known  as  a  grammatist. 

a )  Age  limits. 

b)  Subjects  taught. 

2)  Secondary  education.     Teacher  knoA^^l  as  a  grammaticus. 

a)  Age  limits. 

b)  Subjects  taught. 

3)  This  distinction  emphasized  later  in  Rome. 

f  Moral  education.      Provisions  for.      (*Davidson,  73-75;  Girard, 
253-270;  Laurie,  267-270;  Monroe,  31-33.) 
f  g  Gymnastics  or  bodily  training. 

1)  The  palasini. 

2)  The  gymnasium.      (See  plate  and  appended  references.) 

3)  Nature  and  object  of  exercises.      (Daremberg  and  Saglio, 

article  gymiiastica;  Girard,  185-220;  Lowrey;  *Mahaft*y, 
''  ch.  iii ;  Richter,  ch.  ii.) 

h  Dancing:  nature  of. 

1)   Correlation  of  d  and  g. 

3  Advanced,  or  college  education.      (Capes,  20-47;  *Davidson,  85-89; 

Girard,  271-309 ;  Lane,  81-85 ;  Laurie,  270-274 ;  Letourneau,  458- 
462;  *:\rahaffy,  ch.  vii :  Quinn,  275-276;  Stadelmann,  156-172.) 


29 


GREEK    EDUCATION. 


a  Age  limits. 

b  Who  admitted,  and  how. 
c  Studies. 

d  Gymnasia  State-supported  institutions.      The  Academy, 
e  Youths  pass   from  care   of   a  pedagogue   to  care   of  the   State. 
[EpJiebi.] 
1)   Etfect  of  the  change, 
f  Authority  of  the  father,  and  of  the  Court  of  Areopagus, 
g  Training  of  the  Ephebic  period. 


zzaa 


l,r,,,^i,,,/////j//a>/>>»,>iu,,l,,,  ,,  ,,„,,,TTT 


GKOUNDPLAN   OF   THE   GYMNASIUM   AT   EPHESOS. 

(After  liic-liter,  D\c  t^piclc  f/cr  (Irieclioi   ^ind  Bonier,  p.  27.) 

[Explanation: — A,  ]},  C,  pillared  corridors,  or  portico;  D,  an  open  space,  possibly  a 
pakestra,  evidently  intended  to  supply  the  pvristi/linni  ;  E,  the  t:>i)1i(vrisf€r)ut)i,  a  long  narrow 
hall  used  for  games  of  ball;  F,  the  Ephehcnm,  a  large  hall  with  seats;  G,  the  C<)ri/rcii»i,  in 
which  was  suspended  a  sack  iilled  with  chafl'  for  the  use  of  boxers;  H,  the  ConistcriiiDi, 
where  the  young  men  spriidcled  themselves  with  dust;  I,  the  frigida  lavatio,  or  cold  bath;  K, 
the  Ekeothcsiinii,  where  the  wrestling  master  anointed  the  bodies  of  the  contestants;  L, 
the  Friyidariutn,  or  cooling-ofi"  room;  M,  the  furnace  room;  N,  the  A-apor  bath;  O,  the 
fjaconiciim,  or  dry  sweating  apartment;  P,  the  hot  bath;  Q,  Q',' rooms  for  games,  for  the 
keepers,  or  for  otlier  uses;  R,  K',  Aysti,  or  covered  Htudia,  for  use  in  bad  weather;  S,  S,  S, 
S,  S,  rows  of  seats,  looking  upon  T,  the  uncovered  i:;tpdiu>ii;  U,  groves,  with  seats  and  walks 
among  the  trees,  V,  V,  Excdice,  or  recessed  seats  for  the  use  of  philosophers,  rhetoricians,  and 
others.] 

For  further  dcsciiption  see  Becker,  300-.'?0r) ;  Daremberg  &  Saglio,  II,  pt.  2,  1G84-1680 
(8  plans);  Gardner  and  Jevons,  315-317;  Guhl  and  Koner,  10(j-lll ;  Richter,  2(1-28;  and 
Smith,  I,  925-930. 


30  GREEK   EDUCATION. 

la.  Enrollmeut  as  candidates  for  citizenship, 

1)  The  ceremony. 

2)  The  oath.      (*Davidson,  61;  Laurie,  271;  Monroe,  33.) 

3)  Nature  of  the  next  two  years  ser\dce. 

4  Education  of  women  in  Athens.  (Ball,  B.  W. ;  Felton,  I,  3-43-355; 
Gardner  and  Jevons,  340-354 ;  Guhl  and  Koner,  186-196 ;  Hob- 
house,  16;  Laurie,  275-276;  Monroe,  3J^50;  Stadelmann,  17-21.) 

a  Nature  and  extent  of  education. 

b  Home  life.      Health.      Virtues.      Marriage. 

IV  ATHENS  AND  SPARTA  COMPARED.      (Laurie,  278-282.) 

1  Education  in  each  a  reflex  of  the  ruling  idea  as  to  the  purpose  and 

functions  of  the  State. 

2  Leading  characteristics  of  each  system. 

3  The  contribution  of  each  to  civilization.      (Butcher,  ch.  i.) 

4  Lessons  to  be  drawn  from  a  study  of  each. 

E   Later  Greek  Education. 

(Barnard's  Jr.,  XXIV,  457-467;  fDavidson,  78-102;  Monroe,  51-66;  Taylor,  I,  ch.  x.) 

I  THE  NEW  HIGHER  EDUCATION.  (Capes;  *DaYidson,  90-92,  97- 
103 ;  Draper,  I,  ch.  iv ;  Girard,  310-327 ;  Hobhouse,  16-20 ;  Laurie, 
283-295;  Lloyd,  II,  ch.  Ivi;  *Mahaffy,  ch.  xi;  Stadelmann,  173- 

:  216.) 

1  After  479  B.  C,  the  need  of  more  education  began  to  be  felt,  partic- 

ularly in  Athens, 
a  Reason  for  this.      (Monroe,  66-91.) 

2  The  new  teachers  in  the  State. 

a  New  subjects  introduced. 

3  The  Sophists:  Protagoras  [445]  ;  Gorgias;  Prodicus;  Hippias. 

a  Nature    of    their    teaching.       (Girard;    Isocrates,    Oi^tion    xiii; 

Laurie,  288-291;  *Mahaffy,  ch.  ix;  Monroe,  91-109.) 
b  Effect  of  their  teaching  on  the  schools  and  on  the  life  of  the  time, 
c  The  school  of  Isocrates  [b.  393-d.  338  B.  C]  as  a  type. 

4  The  struggle  against  the  change.      (*Davidson,  93-113;  Fowler,  150- 

183.) 
a  The  old  aristocratic  party, 
b  Aristophanes  [140-380].      {The  Clouds.) 
c  Soerates     [469-399].        (fDavidson,     103-127;     Dittes,     64-67; 

Draper,    I,    ch.    v ;    Ilailman,    31-41 ;    Letourneau,    462-470 ; 

Lewes,  I,  Fourth  Epoch;  *]\iahaffy,  ch.  viii;  Painter,  56-60; 

IMath,  7-14;  *Zener.) 


31  GREEK    EDUCATIOX. 

1)  His  method  of  teaching'.  (*Bryan,  same  dialogues  as  in 
*Jowett;  *Jowett,  I,  Euthedemus.  pp.  189-250,  showing 
Socrates  in  contrast  with  the  baser  Sophists;  and  The 
Protagoras,  pp.  113-188,  showing  Socrates  in  contrast 
with  the  superior  Sophists;  Fitch,  ch.  iii;  INIonroe,  109- 
115;  Xenophon,  McniorahiJia,  bk.  iv,  ch.  2.) 

II  IDEAL     REMEDIES     PROPOSED     BY     THE     PHILOSOPHERS. 
(Fischer,  15-40;  Hailman,  31-11;  :Martin.) 

1  Xenophon  [fl.  c.  410-362]. 

a  His  Spartan  modification  of  the  Athenian  plan.  (*Davidson, 
114-132;  Martin,  ch.  1;  Monroe,  116-128;  Xenophon 's 
Cyropedcia,  particularly  I,  ch.  2.) 

2  Plato  [429-348]. 

a  His  plan  to  secure  a  succession  of  sages.  (Abbott,  ch.  iii; 
Bosanquet;  *David£on,  134-150;  f  Davidson,  128-151;  Dittes, 
67-68:  Draper,  I,  ch.  v;  Hobhouse,  20-28;  Letourneau,  428- 
433 ;  Lewes,  I,  Sixth  Epoch ;  *jMahaffy,  ch.  x ;  Martin,  chs. 
ii-iv;  Monroe,  129-137;  Painter,  60-62;  Willdns,  101-134; 
fZeller,  ch.  xi.) 

b  First  to  present  the  super-civic  ujan. 

c  The  after  results  of  his  work. 

d  The  Repuhlic,  particularly  bk.  vii,  (*Bryan;  f Bryan;  fJowett; 
Monroe,  138-221.) 

e  The  Laws.      (Monroe,  222-264.) 

3  Aristotle    [384-322].       (Barnard's    Jr.,    XIV,    133-146;    *Davidson, 

166-202;  fDavidson,  152-176;  Dittes,  67-71;  Draper,  I,  171-181; 

J  Jowett,  I,  bk.  viii ;  Laurie,  295-300 ;  Lewes,  I,  Seventh  Epoch ; 

*Mahaft'y,  ch.  x ;  ^Martin,  ch.  v ;  Monroe,  265-294 ;  Painter,  62-65 ; 
'  Willdns,  135-167.) 
a  His  outline  of  an  ideal  State, 
b  The  State  an  organized  means  to  an  end. 
c  His  plan  for  education. 

1)  Aim  and  purpose  of  education. 

2)  Practical  studies. 

3)  Creative  studies. 

4)  Theoretical  studies. 

5)  Philosophy,  or  highest  education. 

4  Epidemic  of  letters  and  individualism. 

a  Philip  [338  B.  C]  became  master. 

b  Empty  pretense  of  the  rhetorician  supreme.     Sects  ai"ise. 

c  Egypt  became  a  Roman  province  [146  B.  C.]. 


32  GREEK    EDUCATION. 

in  THE  ALEXANDRIAN  PERIOD.  (Bury,  I,  206-212,  317-325  ;  *Davidson, 
206-213;  Draper,  I,  187-206;  Hatch,  lect.  2;  Kingsley,  3-68; 
Quinn,  276-280.) 

1  Work  of  Alexander  in  uniting'  the  western  Orient  and  establishing  a 

common  language,  literature  and  philosophy,  a  common  interest, 
and  a  common  body  of  scientific  information  and  international 
law. 
a  Effect  of  this  on  Rome. 

2  Athens  long  a  city  of  letters  and  a  center  of  philosophical  teaching. 

(Barnard's  Jr.,  XXIV,  475-486;  Monroe,  295-307.) 
a  Athenian  schools  widely  known  between  150  B.  C.  and  100  A.  D. 
b  Spread  and  influence  of  Greek  higher  education.      ( Hatch,  lect.  2. ) 
c  Nature  of  elementary  education  during  this  period. 

1)   Plutarch's  opinion.      {Morals,  I;  Barnard's  Jr.,  XI,  99-110; 
Monroe,  307-326.) 
d  The  philosophical  schools  of  the  period, 
e  Lectures;  lecturers;  hearers. 

3  In  the  division  of  the  Empire,  Ptolemy  Soter  took  Egypt  [323  B.  C], 

and  made  Alexandria  the  intellectual  capital  of  the  world, 
a  Athens  sapped  by  Alexandria.       (f^Mahaliy,   192-198.) 
b  The  Library  and  the  Museum  founded  by  Ptolemy. 
c  Schools  of  medicine  and  science.      (Matter;  Routledge,  33-52.) 
d  Some  famous  Alexandrian  students  and  teachers.      (Ball,  W.  W. 

R.,  clis.  iv,  V;  Cajori,  34-62;  Draper,  I,  193-204;  Routledge, 

33-52.) 

1)  Euclid  [c.  323-283?]  opened  a  school  at  Alexandria,  about 

300  B.  C. 

2)  Archimedes    [287-212].      INIechanician. 

3)  Eratosthenes    [276-196].       Librarian,    geographer,    astron- 

omer, geologist. 

4)  Ptolemy  [b.   ?-d.  168  A.  D.].      (Draper,  I,  322-324.) 

a)  His   Mechanism   of   the   Heavens    [Syntaxis],   written 

about  138  A.  D.,  the  standard  astronomy  in  Europe 
for  almost  1500  years. 

b)  His    Geography   used    in   European   schools   until   the 

fifteenth  century. 

5)  Ilypatia   [370-415] .      Mathematician. 

e  Some  famous  Christian  teachers  of  the  Second  Century,  A.  D. 

1)  Polyearp    [80?-166]. 

2)  Ignatius   [?-107?]. 

3)  Justin  Martyr  [105?-167]. 

f  Interacti<m  of   Greek,   He])rew,   Roman,   and   Christian   thought. 
(|Davids(m,  117-120.) 

4  Alexandria  in  turn  sapped  by  Rome,  and  became  a  provincial  town. 


33  GREEK    EDi'CATIOX. 


F    Bibliography  for  Greek  Education. 
I  REFERENCES. 

1  Sources. 

Aristopiiaxes.    The  Clouds. 
*Bryax,  Wm.  L.  and  Charlotte,  L.     Plato  the  Teacher. 
tBRYAX,  Wm.  L.  and  Charlotte,  L.     The  Republic  of  Plato. 

^ Flixg,  Fred.  M.     Studies  in  European  History;  Greek  and  Roman  Civili'^ation. 

Isocrates.    Orations,  I. 
*JowETT,  B.     The  Dialogues  of  Plato,  I. 
■    tJowETT,  B.     The  Republic  of  Plato. 
tJowETT,  B.     The  Politics  of  Aristotle,  I. 
Lowrey,  Chas.  E.    (Trans.).     Physical  Education  Among  the  Greeks;   in  Rep. 

r.  .S'.  Cotn.  Edue.,  1897-1898,  I. 
Mo.xROE.  Pal'L.     Source  Book  for  the  Historij  of  Education  for  the  Greek  and 

Roman  Period.    /~   3Z,fc>. 
Plato.     The  Jaiu's. 
■  —Plutarch.     Discourse  on  the  Nurture  of  Children;   in  Barnard's  Jr.,  XI;   also 
in  Monroe;  and  in  Plutarch's  Morals   (Goodwin's  Ed.,  I). 
Plutarch.     Lires,  I. 
Plutarch.     Morals,  I. 
Xe.xophox.     Cyropedeia. 
Xexofhox".     Memorabilia. 

2  Special  Secondary  Authorities. 

Daremberg,   Ch.    and    Saglio,   Edm.     Dictionnaire   des   antiquities    Grecques   et 

Romaines. 
*Davidsox,  Thos.     Aristotle  and  the  Ancient  Educational  Ideals. 
"— 'IDavidsox,  Thos.     The  Education  of  the  Greek  People. 
tDAViDSOX,  Tjio.s.     a  History  of  Education. 
GiRARD,  Paul.     L'education  Athenienne  au  V'  et  au  7F«  siccle  avant  J.  C. 
Gra.sberger,  Lorexz.     Erziehung  und  Unterricht  ini  classischen  Alterthum.     3 

Vols. 
HoBHOUSE,  Walter.     Theory  and  Practice  of  Ancient  Education. 
/V,  Laxe,  Fred    H.     Elementary  Greek  Education.  .     \  <,i  J7  0{ 

5<f\^     "^^ Laurie,  S.  S.     Pre-Christian  Education.      (2d    Rev.  Ed.)  IfC-^  ^  •  {Iti-"*" 

^  *Mahaffy,  J.  P.     Old  Greek  Education. 

ScHMH),  K.  A.     Geschichte  der  Erziehung,  I. 

Smith,  Dr.  W.     A  Dictionary  of  Greek  and  Roman  Antiquities. 

St.\delmaxx,  F.     Erziehung  und  Unterricht  bei  den  Griechen  and  Romcrn. 

Steix,  Lorexz.     Das  Bildungsuesen,  I. 

LuSSlXG,  J.  L.     Erziehung  und  Jugenduntcrrieht  bei  den  Griechen  und  Romern. 

WiiiTTAKER,  F.  E.     Young  Greek  Boys  in  Old  CJicok  Scliools:  in  Pop.  Sci.  Mo., 

Vol.  LIII,  809-821. 
Wu.Kixs,  A.  S.     Xational  Education  in  Greece  in  the  .'ith  C.  B.  C. 

3  Secondary  Authorities  having  reference  to  particular  periods  or  phases. 

AjiBOTT,  Evelyx.     Hellenica. 

Bar.xard,  Hexry.     Aristotle  and  His  Educational  Views;  in  Barnard's  Jr.,  XIV, 
133-146. 


GREEK    EDUCATION.  34 

l>Ai:.\Ai!i).   llKNHV.     Ktlueiitiun  in  Aiu-ioiit  Spartu    ( Plutarch)  ;   in  BanKiriVs  Jr., 

XIV,  (ni-(i24. 
Barxaki),    IIexuy.     Ilifjher    Education    in    Ancient    Greece     (Kirkpatrick)  ;    in 

Baniiird's  Jr.,  XXIV,  453-48(5. 
llosANQiKT,  T>.     Education  of  Children  in  Plato's  licpuhlic. 
Capes,  W.  W.     L'nirer.sity  Life  in  Ancient  Athens. 
KrrcH,  SiK  J.  G.     Educational  Aims  and  Methods. 
Hatch,   Edwix.     The  Hibbcrt  Lecturts,   /N.S'N.      (The  Influence  of  Greek  Ideas 

and  Usages  upon  the  Christian  Church.) 
KiXGSLEY,  Chas.     Historical  Lectures  and  Essays. 
fMAiiAFFY,  J.  V.     (IrceJc  Life  and  Thought. 
Martix,  Alexaxoke.     Les  doctrines  pedagngiques  des  Grecs. 
Matter,  M.     Histoire  de  I'ccole  d'Alexandrie. 
Xetti.ksiiii'.  Hexry.     Lectures  on  the  Republic  of  I'hilo. 
Taylor,  llt;xRY  Osborn.     Ancient  Ideals,  I. 
Tetlow,  Joiix.     The  Greek  Metliod   of    IVrfoniiinjx   Aiitlnnetical   Cak-uhitions; 

in  School  and  College,  I. 
*Zeller,  Dr.  Eduard.     Socrates  and  the  Soeratic  Schools. 
tZELEER,  Dr.  Edfard.     Plato  and  the  Old  Academy. 

4  Secondary  Authorities  containing  sliort  general  articles. 

Becker,  Prof.     Charielrs. 

Blumxer,  H.     The  Home  Life  of  the  Ancient  Greeks. 

Bkowxixg,  Oscar.     Introduction  to  Educational  Theories. 

CoMPAYRfi,  G.     History  of  Pedagogy. 

DiTTES,  Fb.     Geschichte  der  Erziehung  und  des  Unterrichtes. 

Feltox,  C.  C.     Ancient  and  Modern   Greece,  I. 

Gardxer,  p.  and  Jevons,  F.  B.     .1  Manual  of  Greek  Antiquities. 

GoLL,  Hermaxx.     Kulturbilder  aus  Hellas  und  Rom,  I. 

GuiiL,  E.  and  Koxer,  W.     Life  of  the  Greeks  and  Romans. 

Hailmax,  W.  XT.     History  of  Pedagogy. 

Letourxeau,  Cii.     L'erolution  dc  redueution. 

MiJLLER,  C.  O.     History  and  Antiquity  of  the  Doric  Race,  II. 

Plath,  Julius.     Schorn's  Geschichte  der  Pddagogik. 

Regexer,  Fr.     Skizzcn  zur  Geschichte  der  Piidagogik. 

RiciiTER,  Dr.  W.     Die  Spiele  der  Griechcn  und  Romer. 

.Schiller,  H.     Lehrbuch  der  Geschichte  der  Piidagogik. 

5  General  Works. 

Ball,   B.   W.     Women's   Rights   in   Ancient   Athens;    in   Atlantic  Mo.,   XXVir, 

•273-286. 
Ball,  W.  W.  R.     History  of  Mathematics. 
Butcher,  S.  H.     Aspects  of  Greek  Life. 
Cajori,  F.     a  History  of  Mathematics.   \  {y  "  T  y. 
De  Coulaxge,  F.     The  Ancient  City. 
DiCKixsox,  G.  L.     The  Greek  Vieu-  of  Life. 
Draper,  Joiix  W.     Intellectual  Development  of  Europe,  I. 
DuRUY,  Victor.     History  of  Greece,  I  and  11. 
Fischer,  Kuxo.       Descartes  and  His  School. 
Fowler,  W.  W.     The  City  State  of  the  Greeks  and  Romans. 

Lewes,  Geo.  H.     History  of  Philosophy,  I.  /-, 

Lloyd,  W.  W.     Age  of  Pericles,  IL  _     »       /'>>!»      /  o-.^—.- 


f^l, 


"S^iJ^i^^    ;"(n1.  ^  t^.  ^~"^-  73. 


35  GREEK   EDUCATION. 

JMahatfy,  J.  P.     Social  Life  in  Greece. 
May,  Sir  Thos.  E.     Democracy  in  Europe,  I.  ^<5  ~/  3  j, 
Newman,  John  Henry.     Historical  Sketches,  I. 
QriNN,  Daniel.     Education  in  Greece;  in  Rep.  V.  8.  Com.  Educ,  1896-1897,  1, 

270-280. 
Routledge,  E,.     a  Popular  History  of  Science. 
Schreiber,  Db.  Th.     EulturJiistorischcr  Bilderatlas  Alterttim. 
SsiiTH,  Wm.     History  of  Greece   (Eevised). 
6  Greek  Histories. 

Students  in  need  of  purely  historical  information  will  find  the  following  general 

histories  quite  serviceable: 
Botsford,  G.-  W.     a  History  of  Greece.     1  Vol. 
DuRUY,  mentioned  above.     4  Vols.,  each  in  two  sections. 
Grote,  Geo.     A  History  of  Greece.     12  Vols. 
Holm,  Adolph.     A  History  of  Greece.    4  Vols. 
Oman,  C.  W.  C.     A  History  of  Greece.     1  Vol. 
Smith,  Wii.     A  History  of  Greece.     Rev.  Ed.  1  Vol. 


X     ROMAN    EDUCATION. 

(Coinpayre,   43-60;    Grasberger;    Hailman,   42-51;    Plath,    15-17;    Regeiier,    19-22;    Schiller, 
15-29;   Schmid,  I,  258-293;   Smith.) 

A   Modifying  Influences  :    Character  of  the  Romans. 

(Addis,  615-619;   Dittes,  71-74;  May,  I,  140-182.) 

I    INFLUENCE    OF    THEIR    RELIGION.      (Laurie,    305-315;    Tighe, 
35-42.) 

1  Roman  worship  of  the  gods  a  reverential  recognition  of  the  Unseen 

Power. 
^  a  The  early  Romans  the  Puritans  of  the  ancient  world. 

2  Nature  of  the  early  Roman  religion. 

a  The  family  element.      (Duruy,  I,  255-271.) 

b  Lars  familiaris.     Vesta.     Sacred  hearth.     Ancestors. 

3  The  family  the  unit. 

a  Place  and  authority  of  the  father. 
b  Place  of  the  wife  and  mother. 

1)  In  the  home. 

2)  In  the  education  of  her  children. 

4  Religion  of  the  city  an  outgrowth  of  that  of  the  home. 

a  Virtues  demanded  in  the  State. 

5  Contrast  with  the  Greeks. 

6  Influence  of  foreign  conquest.     The  religion  of  the  conquered  peoples. 

a  Eil'ect  on  the  early  family  religion. 
b  Effect  on  the  moral  influence  of  the  home. 
c  Effect  on  the  character  of  the  Roman, 
d  Effect  on  society  and  the  life  of  the  nation. 

11  INFLUENCE    OF    THEIR    POLITICAL    ORGANIZATION.       (Fling, 
chs.  vi-x;  Taylor,  I,  ch.  xii ;  Tighe,  chs.  v,  vi.) 

1  Classes  in  the  Roman  State. 

a  Effect  of  the  struggle  of  the  plebs  for  civil  and  political  rights 
in  shaping  the  education  of  a  Roman. 
1)   The  three  lines  of  professional  activity. 

2  Effect  of  the  long  struggle   for  political   su!)r('iiiacy  in  shaping  the 

nation. 
a  Lines  of  development. 

30 


37  JiOMAN   EDUCATION. 

b  Kind  of  men  in  demand, 
c  Differentiation  of  pnrsnits. 
3  Political  institutions  a  growth, 
a  Consequent  nature  of. 

III  INFLUENCE  OF  AYAR.       (Bury,  I,  25-36;  Fling,  ch.  viii;  Ihne,  IV, 

213-251,  345-373;  Lecky,  I,  271-308;  May,  I,  172-182.) 

1  Its    effect    on    the    early    religion    and    morality    of    the    Romans. 

(Draper  I,  244-250.) 

2  Effect  of  the   introduction  of   great   numbers   of  the   conquered   as 

slaves. 
a  The  low  price  of  slaves. 

3  Effect  of  the  introduction  of  Greek  education  and  culture. 

4  Effect  of  the  growth  of  great  landed  estates,  worked  by  slaves. 

a  On  the  Roman  peasantry. 
b  On  population. 

c  In  developing  a  city  proletariat. 
1)   Its  influence. 

5  Effect  of  the  growth  of  the  fever  for  wealth  and  power. 

6  Effect  of  the  great  increase  of  conquered  territory. 

a  The  Roman  state  in  c.  500  B.  C,  219  B.  C,  64  B.  C,  13  A.  D., 
and  117  A.  D.  See  maps  in  Freeman;  Labberton;  Putzker; 
and  in  Roman  histories.) 

IV  CHARACTER  OF  THE  ROMANS  AS  A  PEOPLE.      (Laurie,  315-318.) 

1  Peiisonal  character. 

a  Gradual  change  in. 

2  Conception  of  laAV  and  liberty. 

3  Literary,  scientific,  and  ai'sthetic  tastes. 

4  Conception  of  commerce  and  purpose  of  colonies. 

V  COMPARISON  OF  INFLUENCES  OPERATING  AT  ATHENS  AND 
AT  ROME. 

B    Education  in  the  Early  Period.      [509-148  B.  C] 

(Clarke,  1-37;  Hobhouse,  29-3;2.) 

I  EDUCATION  IN  THE  HOME.      [509-303  B.  C]       (Laurie,  319-323.) 

1  General  rights  of  the  father  as  to  the  child. 

2  Maternal  supervision. 

3  Of  what  the  education  previous  to  303  B.  C.  consisted. 


38  ROMAN  EDUCATION. 

a  Moral  and  religious  training, 
b  Literature,  music  and  national  songs. 

c  The  Laws  of  the  Twelve  Tables.      [451^50  B.  C]     (Monroe,  327- 
345.) 
4  When  enrolled  as  a  citizen.     The  ceremony.     Public  life  and  military 
services.    Continuance  of  home  life  and  training. 

,     II  BEGINNINGS  OF  SCHOOL  EDUCATION.     [303-148  B.  C]     (Laurie, 
323-329;  Monroe,  346-354.) 

1  Between  303  and  240  B.  C,  schools  began  to  develop. 

a  Spread  of  the  Greek  language  and  Greek  influence. 

1)   To  what  due. 
b  Greek  slaves  and  freedmen  began  to  be  employed  as  teachers. 

1)   Introduction  of  Hellenic  learning. 
c  Subject  matter  of  instruction  about  260  B.  C. 

2  Odyssey  translated  into  Latin   [c.  233  B.  C.]. 

a  Importance  of  this. 

3  Schools  still  "adventure  schools,"  though  the  number  and  influence 

increased  rapidly  after  202  B.  C. 
a  Contrast  between  the  old  and  new  education.     (Monroe,  355-370.) 

C  Education  in  the  National  Period.      [148  B.  C.-c.  180  A.  D.] 

(Browning,   18-34;    Daremberg  and  Saglio,   article  educatio;  fDavidson,   ch.   ix;    fDavidson, 
105-111;  Dittes,  75-78;  Goll,  I,  10-30;  Giihl  and  Koner,  100-103;  Letourneau,  475-501.) 

I  CHANGE  IN  NATIONAL  EDUCATIONAL  IDEALS.  [200-100  B.  C] 
(Becker,  182-198;  Goll,  II,  1-16;  Ilobhouse,  32-34;  Laurie,  330- 
335;  fMahaffy,  558-578;  :{:Mahafl:y,  61-87;  Monroe,  371-385; 
Stadelmann;  Taylor,  I,  ch.  xiii.) 

1  Great  influx  of  educated  Hellenic  slaves  and  adventurers,  who  opened 

schools, 
a  Effect  on. 

1)  Religion. 

2)  Morality. 

3)  Education. 

2  Change  in  the  elements  of  education. 

a  Cato's  time  [234-149  B.  C.]. 
b  Varro's  time   [116-28  B.  C.]. 

3  Secondary    schools    under    grammatici    clearly    differentiated    from 

primary  schools  under  ludi  by  148  B.  C. 

4  Schools  for  higher  education  [rhetoric,  forensics,  philosophy]  begun  in 

Rome  by  Greeks  about  145  B.  C.  • 


39  ROMAN   EDUCATION. 

5  Native  Romans  soon  opened  "culture  schools,"  and  Rome  awakened  to 
a  new  conception  of  education.      (Monroe,  386—420.) 
a  Beginning  of  Latin  literature.     The  literary  period. 

II  ORGANIZATION  OF  ROMAN  SCHOOLS.     [After  100  B.  C]     (Becker, 
182-198;  Laurie,  336-347.) 

1  Extent  of  State  supervision.      (Clarke,  38-50.) 

a  Over  the  "adventure  schools." 

2  Extent  to  which  public  education  became  general. 

a  Quintilian's  argument  for  i)ublic  education.  (Quintilian,  I,  bk.  1, 
ch.  ii.) 

b  Plutarch's  appeal  to  the  family  as  a  center  for  all  education. 
(Barnard's  Jr.,  XI,  99-110;  Monroe,  307-326;  Morals,  Good- 
win Ed.,  I,  1-32.) 

3  General  dread  of  Greek  philosophy  found  expression  in: — (JMahali'y, 

ch.  4). 
a  Senate's  disapproval  of  rhetoricians  and  philosophers  [161  B.  C.]. 
b  Censorial  edict  against  higher  schools  [112  B.  C.]. 

4  Higher  schools  under  the  Empire.      (Goll,  I,  19-30;  Hobhouse,  41-44.) 

a  Caesar  and  Augustus  encouraged  and  protected  higher  schools, 
b  First  State  maintenance  of  higher  public  schools  in  the  reign  of 

Vespasian   [69-79  A.  D.].      (Hatch,  38-40.) 
c  After  c.  150  A.  D.,  State  supported  secondary  and  higher  schools 

in   cities   and   larger   provincial   towns.      (Bury,    I,    46—47; 

Laurie,  394-399.) 
1)  Letter  from  Pliny  the  Younger  to  Tacitus.     (Laurie,  397- 
■    398.) 
d  Beginnings  of  certificate  and  appointment  system.      (Clarke,  158- 

159;  Hatch,  45-48.) 

5  School  houses.       (Clarke,  51-55;  Laurie,  346-347.) 

6  School   masters.     Plutarch's  lament   for.      (Clarke,   56-58,   154-168; 

Dill,  399-406;  Laurie,  344-346.) 
a  Position. 

1)   Increased  dignity  of  professors  in  the  higher  schools  after 
;  100  A.  D.      (Hatch,  37-42.) 

b  Qualifications. 

1)   On  the  selection  of  school  masters.     (Quintilian,  I,  bk.  2,  clis. 
ii,  iii.) 
c  Fees.      (Clarke,  56-58;  Leighton.) 
1)  Diocletian's  schedule  of  prices. 

7  Hours  of  instruction.      (Clarke,  63-70;  Laurie,  343-344.) 

a  Holidays, 
b  Truancy. 


40 


ROMAN  EDUCATIOy. 


8  Chief  educational  ideas  of  the  Romans.     (Clarke,  125-153;  Laurie; 
Quintiliau,  I,  bk.  1,  eh.  iii.) 
a  NatiTre  vs.  training, 
b  ]\Iemory. 

c  Stndy  required.      (Quintilian,  I,  bk.  1,  eh.  xii.) 
d  Incentives, 
e  Discipline. 

f  Coeducation.      Higher  education  of  women.      (Pellison,  33-36.) 
g  Emphasis  placed  upon  gymnastics  and  play, 
h  Ideal  of  an  educated  man. 


'W^mm 


!  ; 


.  i 


A    LESSON.  DECLAMATION.  PUNISHMENT. 

(From  a  painting  at  Pompeii.)   (From  a  Roman  Sarcophagus.)  (From  a  painting  at  HercuLaneum. 

ROMAN   SCHOOLS. 
(From  Darcmberg  &  Saglio's  Dictionnuire  des  Antiquities  Grecques  ct  Iio)itaincs.) 


Ill  IMPORTANCE  OF  THE  WORK  OF  QUINTILIAN. 

1  His  position  in  the  history  of  education.     (Browning,  26-31;  Com- 

payre,  47-52;  Dittes,  78-81;  Ilobhouse,  41-49;  Laurie.  355-362; 

Monroe,  445-450;  Venerable.) 
a  What  he  represents, 
b  His  influence. 

2  An  analysis  of  his  De  Institutione  Oratoria  [96  A.  D.].      (*Davidson, 

214-224;  Laurie,  363-389.) 


41  ROMAN   EDUCATION. 

lY  NATURE  OF  ROMAN  EDUCATION  DURING  THE  NATIONAL 
PERIOD.  (Addis,  615-622;  Becker,  182-198;  Church,  1-26; 
*Davidson,  214-224;  Marqiiand,  79-90;  Pellison,  19-36:  Quin- 
tilian,  as  cited,  and  in  Barnard's  Jr.,  XI,  110-132;  Stadehnann; 
Tacitus,  De  Oratorihus,  chs.  28-32;  Thomas,  209-215.) 

1  Home  education.     (Clarke,  20-37;  JMahaffy,  323-330;  Monroe,  451- 

459;  Plutarch.) 
a  Age  limits. 

b  Care  as  to  nurses.      (Quintilian,  I,  bk.  1,  ch.  i,  sec.  4-5.) 
c  Duty  of  parents.      {Ihid.,  sec.  6-7.) 
d  Care  as  to  pedagogues.      {Ihid.,  sec.  8-11.) 
e  Care  as  to  early  moral  education.      (Ihid.,  sec.  15-17.) 
f  Early  instruction  to  be  pleasurable.      {Ihid.,  sec.  20-23.) 

2  School  [or  home]  education. 

a  Primary   instruction  under   a   Judi   magister.       (Clarke,    71-93; 
Laurie,  336-337;  IMarquand,  90-103;  Monroe,  451-459.) 

1)  Age  limits. 

2)  Subject  matter  and  method   of  instruction. 

a)  Aim  of. 

b)  Learning  the  alpha])et.      (Quintilian,  sec.  24-26.) 

c)  Text  books  used  in   reading.       Conversational   knowl- 

edge of  Greek. 

d)  Learning  to  write.      {Ihid.,  27-37.) 

e)  Arithmetic.     Elementary  calculation.     JMethod.     (]\Iar- 

quand,  95-103.) 
b  Secondary  instruction  under  a  (jrammaiicns. 

1)  Age  limits. 

2)  Aim  of. 

3)  Subject    matter    and    method    of    instruction.        (Clarke, 

94-124;  Laurie,  337-340;  347-350;  Marquand,  103-109; 
Monroe,  469-478.) 

4)  The  two  classes  of  grammatical  schools. 

5)  Reading  and  literature.      (Quintilian,  I,  viii.  1-18.) 

a)  Points  of  emi)hasis. 

b)  Favorite  text  books. 

6)  Writing  and  Avriting  materials.      (Johnston,  15-17.) 

7)  Music.     Instruments  used.      (Quintilian,  I,  ch.  x,  see.  9-33.) 

8)  Grammar.      (Nettleship,  essay  vi.) 

a)   After  90  B.  C,  Latin  Rhetoric. 

9)  Arithmetic. 

10)   Practical      ajjplicatioiis     of      (ieometry     and     Astronomy. 
(Quiiitilinii,  I,  sec.  34-49.) 


42 


ROMAN   EDUCATION. 


11)  Gymnastics. 

a)  Nature  of,  and  purpose.      (Daremberg  and  Sagiio,  art. 
gymnastica.) 

12)  A  little  CTeography. 

c  The  three  professions  open  to  Roman  youths.      (Quintilian,  bk. 
12,  ehs.  i,  ii.) 
1)   Differentiation  of  Roman  education  at  this  point. 
3  Higher  education;  School  of  oratory.      (Goll,  I,  19-30;  Hatch,  25-49; 
Laurie,  341-343,  350-355;  Marquand,  109-133;  Monroe,  498-509.) 
a  The  rhetorical  schools. 

1)  AVho  attended  these. 

2)  Purpose  of. 

3)  Cicero's  conception,  as  given  in  his  De  Oratore  [55  B.  C.]. 

bk.  1,  pp.  142-220.      (Hobhouse,  34-41;  Monroe,  421- 
444.) 


A   LATER   RUMAN    .SCHOOL. 

(From  G.  B.  Adams'  European  History,  p.  5G.     The  Macmillan  Co.,  New  York.     Repro- 
duced by  permission  of  the  publishers.) 

b  Studios  of  the  higher  scliools. 

1)  In  the  schools  of  oratory. 

a)  Rhetoric. 

b)  Declamation. 

c)  Analysis  of  language.      (Nettk'ship,  essay  vi.) 

d)  Literature. 

e)  History  of  Rome,  after  about  50  B.  C. 

2)  Under  special  teachers   and   in   special   schools. 

a)  Law. 

b)  Philos()])hy. 

c)  Matbematics. 


43 


ROMAX   EDLCATIOX. 


c  After  80  B.  C.,mai\y  students  went  to  Athens,  Rhodes,  Alexandria, 
and  elsewhere,  for  further  study.  (Dill,  406-410;  Hatch, 
35-36.) 

V  USE  AND  PUBLICATIONS  OF  BOOKS  AT  ROME.  (Becker,  322- 
337;  Brassinoton,  26-49;  Clark,  J.  W. ;  Goll,  207-225;  Guhl  and 
Koner,  526-529;  Johnston,  13-34;  Lanciani,  178-205;  Thomas, 
226-233.) 

1  How  books  were  made. 

a  School  books  in  use. 

2  Publishers  and  booksellers. 

3  Growth  of  libraries  in  Rome.      (Laurie,  393-394.) 

4  The  creative  period  in  Latin  literature. 


SCROLLS    AND    BOOKCASE. 

Relief    from    a    Roman    Sarcophagus.      (From    Johnston's    Latin    M(i)nisc)ipis.      Scott, 
Foresman  &  Co.,  Chicago.     Reproduced  by  permission  of  the  publisheis.) 

VI  LEADING  CHARACTERISTICS  OF  ROMAN  EDUCATION. 

1  Its  points  of  strength  and  weakness. 

2  Comparison  with  the  systems  of  Athens  and  Sparta.      (Stadelmann.) 

3  Its  contribution  to  civilization. 

a  Survivals  in  our  educational  system.      (Hatch,  42-48.) 
b  Roman  law  in  median'al  Europe.      (Abdy,  7-15.) 

4  Lessons  to  be  draAvn  from  a  study  of  the  Roman  system  of  education. 

D   The  Period  of  Decadence. 

(Adams,  7G-8S;  Bury,  I,  25-36;  Church,  1M4;  Dill,  bk.  iii ;  Draper,  I,  252-2.5.');  Fischer,  ch. 
vi;  Fowler,  205-273;  Hallam,  II,  462-469;  Inge,  see  index;  Kingsley,  lect.  2;  Laurie, 
389-411;  Lccky,  1,  ch.  2;  Montesquieu,  chs.  ix-x;  Taylor,  II,-chs.  xiv-xvi.) 

I  CONTRIBUTING  ELEMENTS. 

1  Rapid  growth  and  demoralizing  influence  of  slavery. 

2  Increasing  corrui)tion.      Growth  of  oppressive  taxation. 


4-4  ROMAN  EDUCATION. 

3  Financial  distress  of  tlie  cities. 

4  The  obliteration  of  the  peasantry.     Efforts  to  remedy  this. 

a  The  system  of  poor  relief  and  loans. 

b  Introduction  of  barbarians  as  soldiers  and  farmers. 

5  Decreasing  birth-rate  and  population. 

a  To  what  due. 

6  Unwieldiness  of  the  Empire. 

a  Revolts  in  the  provinces. 

b  Inroads  of  barbaric  nationalities. 

7  The  plague  in  166  A.  D. 

8  Growth  of  a  super-civic  philosophy. 

a  The  inheritance  from  Greece.     (Hatch,  lect.  2;  Taylor,  I,  ch.  xiii; 

SyUabus,  p.  31.) 
b  The  Teachings  of  Christianity.   (Bury,  I,  25-36  ;  Laurie,  389-411.) 
c  The  Teaching  of  Plotinus.     (*Davidson,  231-235.) 

9  Decline  of  the  Roman  schools  with  the  evolution  of  Christian  schools. 

(Syllabus,  Sect.  XI.) 
10  Picture  of  society  in  the  fourth  and  fifth  centuries.       (Dill,  bk.  v; 
Hodgkin,  44-54.) 


45  ROMAN  EDUCATION. 

E    Bibliography  for  Roman  Education. 

I  REFERENCES. 

1  Sources. 

Cicero.     On  Oratory  and  Orators. 

Fling,  Fred.  M.     Greek  and  Roman  Civilization. 

Monroe,  Paul.     Source  Book  for  the  History  of  Education  for  the  Greek  and 

Roman  Period.    3^7-5"o^_ 
^,-     Plutarch.    Discourse  on  tlie  Nurture  of  t'liililreu;  in  Barnard's  Jr.,  XI,  99-100; 

also  in  Monroe,  and  in  Plutarch's  Morals   (Goodwin  Ed.,  I,  1-32). 
Quintilian.     Institutes    of    Oratory,    I.       (Extracts    from   in    Monroe,    and   in 

Barnard's  Jr.,  XI,  110-132.) 
Tacitus.     Works,  II.     De  Oratoribtis. 

2  Special  Secondary  Autliorities. 

— "  Clarke,  George.     Education  of  Children  at  Rome. 

Daremberg,   Ch.   and   Saglio,   Edm.     Dictionnaire   dcs  antiquities   Grecques  et 

Romaines. 
*Davidson,  Thos.     Aristotle  and  Aticient  Educational  Ideals. 
fDAViDSON,  Tiios.     Education  of  the  Greek  People. 
JDavidson,  Thos.     History  of  Education. 
Grasberger,  Lorenz.     Erziehmiy  und  Untcrricht  im  classischen  Alterthum.     3 
Vols. 
'  -Hobhouse,  Walter.     Theory  and  Practice  of  Ancient  Education. 
Laurie,  S.  S.     Pre-Christian  Education,     ^/y  — ^<Jc? 
SCHMID,  K.  A.     Geschichte  der  Erziehuny,  I. 
Smith,  Dr.  Wm.     Dictionary  of  Greek  and  Roman  Antiquities. 
Stadelmann,  F.     Erziehnng  und  Untcrricht  hei  den  Griechen  und  Romern. 

3  Secondary  Authorities  having  reference  to  particular  periods  or  phases. 

Hatch,  Edwin.     Hihhert  Lectures  for  18HS;  The  Influence  of  Greek  Ideas  and 

Usages  upon  the  Christian  Church. 
Leighton,  H.  F.     Wages  of  Schoolmasters  in  Ancient  Eome;  in  Education,  IV, 
.506-526. 
fMAHAFFY,  J.  P.     Greek  Life  and  Thought. 
tMAHAFFY,  J.  p.     Greek  World  under  Roman  Sway. 
Nettleship,  Henry.     Lectures  and  Essays. 
Taylor,  Henry  Osborn.     Ancient  Ideals,  I  and  II. 

4  Secondary  Authorities,  containing  short  general  chapters. 

Becker,  W.  A.     (lalJus. 
\^  ^  Browning,  Oscar.     Introduction  to  Educational  Theories. 

"Church,  A.  J.     Roman  Life  in  the  Days  of  Cicevo. 
Compayre,  G.     History  of  Pedagogy. 

DiTTES,  Fr.     Geschichte  der  Erziehnng  und  dcs  Untvrrichtcs. 
GoLL,  H.     Kulfurhildcr  aus  Hellas  und  Rom. 
GuHL,  E.  and  Koner,  W.     Life  of  the  Greeks  and  Romans. 
Hailman,  W.  X.     History  of  Education. 
Letourneai',  Ch.     L'cvolution  de  Veducation. 

Marquand,  J.     Das  Privatlehen  der  Rdmer;  Vol.  VII  of  Handhuch  der  RiJm- 
ischen  AlterthUmer,  by  Marquand  and  Mommsen. 


A'O.U.LY   EDUCATiny.  46 

Pellisox,  Mavrice.     Roman  Life  iii  I'lini/'s  Tiiiir. 
Platii,  Jl'Lius.     Schoni's  (icscfiicktc  dcr  Piidufjotjik. 
Regener,  Fr.     i<lciszen  zur  Gcschichte  dcr  Piidayogik. 
Schiller,  HER:NrA\x.     Lehrbuch  dcr  Gcschichtc  dcr  Piidaf/ogik. 
Thomas,  E.     Ixonian  Life  under  the  Cwsars. 

5  General  Works. 

Adams,  Geo.  B.     Cirilization  duriiuj  llh    Middle  Ages. 

Addis,  W.     Legal  Riglits  of  Cliildri'ii :   in  R<i,.  i.  S.  Com.  Ediie.,  189G-I807,  T, 
615-622. 

Brassixgtox,  W.  S.     .1  Hist  org  of  the  .\rt  of  Book-binding. 

Bury,  J.  B.     A  Historg  of  the  Later  Roman  Emiiirc,  1  and  II. 

Clark,  J.  Willis.     The  Care  of  Books. 

Dill,  Samuel.     Roman  Soeietg  in  the  Last  Ccnturg  of  the  ^^'cstcrn  Empire. 

Draper,  Joiix  W.     InteUeetual  Derelopmcnt  of  Europe,  I. 
""^^DuRUY,  Victor.     Historg  of  Rome  and  of  the  Roman  People,  I. 

Fisher,  Geo.  P.     The  Beginnings  of  Christianity. 

Fowler,  W.  W.     The  City  State  of  the  Creeks  and  Romans. 

Hallam,  Hexry.     The  Middle  Ages,  II. 

HoDGKix,  Thomas.     The  Dynasty  of  Theodosius. 
^--Ihxe,  Wm.     The  History  of  Rome,  IV. 

IxGE,  Wm.  R.     Society  in  Rome  under  the  Ca'sars. 

JoHXSTOx,  H.  W.     Latin  Manuscripts. 

KiXGSLEY,  Chas.     The  Roman  and  the  Teuton. 
^""•^Laxciaxi,  R.     A)ici€nt  Rome  in  the  Light  of  Recent  Discocerics. 

Lecky,  Wm.  E.  H.     History  of  European  Morals,  1. 

JVIay,  SirT.  Ei    Democracy  in  Europe,  I.     /  V  O  —  2.^  ^, 

MoxTESQi'iEU,  Barox.     Consideration  on  the  Causes  of  the  Orandeur  and  De- 
cadence of  the  Romans. 

TiGHE,  A.     The  Development  of  the  Ifoman  Constitution. 

Vexeracle,  W.  H.     Qiiintilian;  in  Education,  V,  165-173. 

6  Roman  Histories. 

Students  in  need  of  purely  iiistorieal  information  will  find  the  following  general 

histories  quite  serviceable: 
BoTSFORD,  G.  W.     a  History  of  Rome.  1  Vol. 
BuRY',  J.  B.     Mentioned  above.     2  Vols.  ~ 

DuRUY',  V.     Mentioned  above.     8  Vols.  At-,( 

GiBBOX,  Edw.     Decline  and  Fall  of  the  Roman  Empire.     6  Vols.  f^ 

Ihxe,  Wm.     Mentioned  above.  ^  /^ -,  Zm 

T-^^Q-rx.'U-  l^tJUoS.'C^^A^  ^-SU-is-i^i 


XI     EARLY    CHRISTIAN    EDUCATION. 

(Sehmid,  II,  pt.  1,  1-83.) 

I  THE  NEW  FORCE  IN  THE  WORLD.      (*Davidson,  231-235;  Draper, 
I,  256-274;  fFisher,  ch.  i.) 

1  The  contribution  of  Greece  to  European  civilization.      (Adams,  14-19; 

JDavidson,  117-120;  May,  I,  137-139.) 

2  The  work  of  Rome.      (Adams,  20-31.) 

3  The  addition  of  Christianity  a  new  moral  force.     (Adams,  eh.  iii.) 

a  The  time  propitious. 

4  Mingling  of  the  three  elements,     (f Davidson,  ch.  ix;  Dollinger,  ch. 

vii;  Hatch,  lect.  2;  *Kingsley,  preface;  Moeller.) 

II  GROWTH  OF  THE  CHRISTIAN  SECT.  (Allard;  Draper,  I,  266-283; 
Emerton,  ch.  ix;  *Fisher,  575-580;  Gibbon,  II,  ch.  xvi;  John, 
45-57 ;  Lanciani,  ch.  i ;  *Taylor,  II,  ch.  xxv ;  Thatcher  and  Schwill, 

22-24.) 

1  The  Roman  world-religion. 

a  Christian  faith  not  capal)le  of  incorporation. 
b  After  the  deification  of  the  Emperor,  Christians  punished  as  dis- 
loyal citizens.      (Crozier,  I,  405-412;  fFisher,  46-51;  Plum- 
mer,  ch.  x;  Ramsay,  346-360;  Schaff,  II,  36-44.) 
1)   The  Trajan-Pliny  correspondence.    (Fling,  140-142;  Hardy, 
51-65 ;    Jones,    6-10 ;    Munro-Bramhall,    8-10 ;    Ramsay, 
196-225;  *Taylor,  II,  356-360.) 

2  The   Christian  sect  during   the  first   century.       (*Fisher,    ch.    xvii; 

fFisher,  37-44;  Kurtz,  I,  61-64;  Schaff,  I,  432-454.) 
a  The  persecutions  of  Nero.      (Renan,  70-90.) 

3  The  Christian  sect  in  the  days  of  Marcus  Aurelius.      (fFisher,  59-68.) 

a  His  persecutions.      (jMonro-Bramhall,  10-19.) 

1)   Causes  for, 
b  The  early  martyrs. 

c  Attitude   of   the    ChrisTtans   and   Romans   toward   one   another. 
(Jones,  6-18.) 

4  The  Christian  sect  during  the  third  century.      (Kurtz,  I,  218-225.) 

a  Persecutions;    martyrs.        (Kurtz,    I,    75-86;    Monro-Bramhall, 
20-26.) 

47 


48  EARLY    CHRISTIAN   EDUCATION. 

5  The  final  triumph  of  Christianity.  v 

a  Edict  of  toleration  [311]  by  Galerins.      ( Monro-Bramhall,  28-29.)  ^ 
b  The  Decree  of  Milan  [313]  by  Constantine  and  Licinius,      (Gib|H 
bon,  II,  ch'.  XX;  Monro-Bramhall,  29-30.)  ^ 

1)  Pagan  Avorship   still  tolerated, 
c  Julian's  edict  [362]  against  Christian  teachers.     (Mullinger,  8-9.) 
d  Theodosius  [391]  forbade  all  heathen  worship, 
e  Alaric  sacked  Rome  [410]  and  destroyed  the  pagan  shrines. 

III  EAPID   SPREAD   OF   CHRISTIANITY. 

1  Cause  of  the  rapid  growth.      (Draper,  I,  266-283;  Gibbon,  II,  ch.  xv; 

Plummer,  ch.  ii;  Sehaff,  II,  13-30.) 

2  Christian  life,  worship,  and  thought  from  300  to  600.      (Bury,  I,  184- 

196;  fFisher,  110-121;  Kurtz,  I,  352-390;  May,  I,  239-251.) 

IV  ORGANIZATION  OF  THE  CHURCH.      (Draper,  I,  270-275,  284-289; 

Emerton,  eh. ^Fischer,  41-54;  fFisher,  51-59;  John,  110-125; 
]Moeller;  Sehaff,  II,  ch.  iv.) 

1  Nature  of  the  Church  up  to  200  A.  D. 

2  Development  between  200  and  225  A.  D. 

a  Attitude. 

b  Unity  of  belief  an  essential. 

c  Unity  in  administration  and  discipline.      (John,  ch.  vi.) 

3  Adoption  of  Roman  governmental  system.     (Ramsay,  361-368;  Renan, 

121-131.) 
a  The  result.      (Renan,  151-172.) 

4  Next  step  the  formulation  of  belief.      ( fFisher,  129-132 ;  Gibbon,  II, 

493-500;  Kurtz,  I,  316-325;  Mitchell;  Moeller,  I,  378-400.) 
a  The   Councils  of  Nic^ea    [325]    and  Constantinople    [381].     The 

Nicene  Creed.      (Mitchell,  2-14.) 
b  The  Arian-Athanasian  controversy.      (Draper,  I,  281r-289 ;  Emer- 
ton, 98-100.) 

5  Next  step  the  foundation  of  a  system  of  education  to  perpetuate  itself. 

V  CHRISTIANS  AND  PAGANS  COMPARED.  (Adams,  ch.  iii;  Bury,  I, 
1-24 ;  Lecky,  II,  ch.  iv ;  Renan,  lect.  1 ;  Schatf ,  II,  ch.  viii ;  Schmidt, 
bks.  1-2;  Taylor,  II,  ch.  xxv.) 

1  Ideals  of  each,  Avith  reference  to:-- 
a  Purpose  of  education. 
b  Aim  and  end  of  life, 
c  Classes  in  society. 


49  EARLY    CHRISTIAN    EDUCATION. 

d  Application  of  law. 

e  Family  life.     Morality. 

f  Control  and  education  of  children.  |^ 

g  Individual  subjection  to  the  State.  W 

h  Function  of  religion.      Religious  life.  ' 

i  Attitude  toward  foreign  nationalities. 

VI  REACTION  OF  CHRISTIANITY  AGAINST  PAGAN  EDUCATION. 

(Adams,  ch.  iii;  JDavidson,  127-132;  Dittes,  86-91;  Plath,  33-44; 
Schmidt,  bk.  1;  Taylor,  II,  334-376.) 

1  Elements  in  the  Roman  life  which  led  the  Christians  to  reject: — 

a  Their  educational  system.    (Smith  and  Cheetham,  article,  schools.) 

1)  The  Christian  system  an  evolution. 

2)  Nature  of  the  new  education, 

a)  Where  and  how  taught. 

b)  Subject  matter  of  instruction. 

b  Classical  literature.  (Dill,  385-389 ;  Guizot,  II,  lect.  17 ;  *Hallam, 
I,  ch,  1,  sees.  1-15;  fHallam,  II,  ch.  ix,  pt.  1;  Laurie,  24-27; 
Liscomb;  Mullinger,  5-11;  Plath,  33-44;  Smith  and  Cheet- 
ham, article  schools;  fTaylor,  107-122;  West,  11-18.) 

1)  Why  rejected  by  many. 

2)  Total  rejection  not  possible,  as  pagan  literature  represented 

the  only  means  of  culture.       (fTaylor,  107-122.) 

3)  Attitude  of:— 

a)  Tertullian  [d.  245]. 

b)  The  Council  of  Carthage  [398], 
e)   St.  Jerome  [d.  420]. 

d)  St,  Basil  [d.  379]. 

e)  St.  Augustine  [d.  430]. 

f)  Cassiodorus  [d.  569]. 

4)  Preservation  of  the  classical  literature  in  the  monasteries. 

(see  division  VIII,  below). 
c  Worldly  life.     (*Fisher,  ch.  vi.) 

1)  Why  rejected. 

2)  How   this  spirit   expressed   itself.       (Draper,    I,   424-438; 

fFisher,  110-115.) 

2  The  backward  swing  of  the  pendulum. 

a  How  far  due  to:— 

1)  The  Christianity  of  the  time. 

2)  The  barbaric  inroads. 

3)  Other  causes. 


50  EARLY    CHRI^TIAX    EDUCATION. 

b  Ignorance  during  the  period.  (Compayre,  67-70;  JDavidson, 
127-132;  fFisher,  110,  160-161;  fHallam,  II,  eh.  ix;  John- 
ston, see.  42:  Laurie,  52-53;  Liscomb;  MuUinger,  34-38; 
Schaff,  IV,  583-604;  Syinonds,  58-68.) 

c  Literature  of  the  period.  (Guizot,  II,  leets.  xvii-xviii;  Lecky, 
II,  235-243.) 

d  Society  in  the  seventh  century.      (Bury,  II,  387-398.) 

VII  XATUKE  OF  EARLY  CHRISTIAN  EDUCATION.  (Barnard's  Jr., 
XXIX,  515-524;  Compayre,  61-71;  :|: Davidson,  121-132;  Drane, 
I,  ch.  i ;  Ellis ;  Laurie,  7-32 ;  Magevney ;  Plath,  27-32 ;  Regener, 
22-25.) 

1  Xature  and  object  of  instruction  in  the  Apostolic  Age  [1-100  A.  D.]. 

2  Founding  of  the  catechetical  schools  [c.  180  A.  D.].     (Moeller,  I,  254- 

255,     471—473;      Smith     and     Cheetham,     arts.,     cafecliumens, 
Cathedietical  Sclwols  of  Alexandria,  and  Scliools.) 

a  Object  of  and  teaching.      (^Davidson,  121-126.) 

b  The  school  at  Alexandria. 

1)  AVhy    the    instruction    was    broader    there.        (*Kingsley,- 

preface. ) 

2)  Rank  of  the  school.  . 

c  Episcopal  schools  a  development  of  the  catechetical. 

3  Growing  need  of  a  system  of  education  to  replace  the  Romano-Hellenic 

schools. 

a  Gradual  decline  of  the  Romano-Hellenic  schools.  (fLaurie,  7-15, 
18-27;  Smith  and  Cheetham,  art.  ScJiools.) 

b  The  Church  [c.  400]  finally  gained  complete  control  over  educa- 
tion.     (*Laurie,  389-411.) 

1)  Schools  during  the  first  four  centuries.      (Dill,  406-410.) 

2)  New  subjects  added  in  the  fifth  century. 

.    a)   The  school  of  the  gmmmaticus  entirely  superceded. 

4  Clement  of  Alexandria  [d.  220]  {Clement,  Autv-Xicene  Library,  lY). 

a  "On  the  Work  of  an  Instructor"  (bk.  1,  pp.  113-185). 
b  His  "View  of  Christian  Life"  (pp.  313-331). 

5  St.  Jerome  on  the  education  of  girls.-     (Barnard's  Jr.,  V,  593-598; 

Ernesti,  pt.  1;  Rep.  U.  S.  Com.  Educ,  Misc.  Pubs..  1867,  pp.  371- 

376.) 
a  Care  during  infancy. 

b  Subject  matter  and   methods   of  instruction, 
c  Care  of  the  body.     Food.     Amusements, 
d  Grandeur  of  an  ascetic  life. 

6  St.    Augustine    on    education.       (Ernesti,    pt.    2;    Plath,    39-44;    St. 

Augustinci,) 


51  EAELY    MOXASTIC    EDUCATION. 

VIII  THE  BEGINNINGS  OF  MONASTIC  EDUCATION.  (Ciitts,  1-6; 
f  Fisher,  110-116;  Gibbon.  Ill,  eh.  xxxvii;  Guizot,  II,  lects,  xiv, 
XV;  Kurtz,  I,  248-256 ;  Mullinger,  24-34;  Schaff,  III,  ch.  iv.) 

1  Results  which  followed  the  supremacy  of  Christianity. 

2  Sources   of  monasticism.       (Draper,   I,   424-438;    f Fisher,    111-114; 

fKingsley;  Moeller,  I,  355-364;  Montalambert,  I,  bk.  2;  Schaff, 
III,  148-198;   I.   G.   Smith,  pt.  1,  chs.  i-iii ;   fTaylor,  136-155; 
AVishart,  ch.  i;  Woodhouse,  37-52.) 
a  Athanasius'  life  of  St.  Anthony, 
b  The  anchorites;  cloister  life  in  the  East.-  ■• , 
c  St.  Basil,  Bishop  of  C^saria,  formed  the-Basilian  order  [370]. 
1)   His  rule.     (Woodhouse,  53-56.) 

3  ^Monasticism  in  the  West.      (fFisher,  114-116;  Milman,  I,  bk.  3,  ch. 

vi,  II,  bk.  4,  ch.  v;  Moeller,  I,  364-377;  Montalambert,  I,  265- 
274;  Mullinger,  24-34;  Schaff,  III,  200-231;  Smith,  pt.  1,  chs. 
iv-v;  fTaylor,  155-197;  Thatcher  and  Schwill,  318-326;  Trench, 
lect.  viii;  AVishart,  ch.  ii;  AVoodhouse,  57-66.) 
a  St.  ]\Iartin  founded  the  first  monasteries  in  Gaul. 

1)  At  Liguge   [Poitiers,  361]. 

2)  At  Tours  [372]. 

b  Cassian  founded  the  monastery  of  St.  Victor,  at  IMarseilles  [404] . 

1)  His  rule.       (fLaurie,  29-32;  Mullinger,  24-30.) 

2)  Provision  for  monastic  schools. 

a)  Nature  of. 

b)  For  whom  intended. 

c  Lerins  founded  [410]  by  Honoratus. 

d  Rapid  extension  along  the  valleys  of  the  Loire  and  the  Rhone. 

4  Further  work  of  the  monks  in  preserving  learning  and  extending  edu- 

cation.     (See  Syllabus,  pp.  58-59.) 


52  EARLY    CHRWTIAX    EDICATWX. 

IX  REFERENCES. 

1  Sources. 

■4  Clement  of  Alexandria.     Writinc/s,  T;  in  Ante-Nicene  Cliristian  Library,  IV. 
Krnesti,    Conkad.     St.    Jerome    and    St.    Augustine    on    Education.       {Samml. 
bcdeut.  Pad.  Sch.,  Vol.  III.) 
"^  Fling,  Fred.  M.     Greek  and  Roman  Civilization. 

Jones,  Guernsey.     Civilization  in  the  Middle  Ages,  No.  1. 

IMiTCHELL,  Edwin  Knox.     The  Canons  of  the  First  Four  Councils;  in  Trans. 

and  Reps.  Sources  Eu.  Hist.,  IV,  No.  2. 
MuNRO   and   Bramhall.     Early    Christian    Persecutions,    in    Trans,    and   Reps. 
Sources  Eu.  Hist.,  IV,  No.  L  .  g  . 

•^  St.  Augustine.     Confessions.  '(ti'K.llL   ifhvk-  ffU^  ^z-*nr-sj  . 

St.  Jerome.     On  Female  Education;  in  Barnard's  Jr.,  V,  593-598;  also  in  Rep. 
U.  S.  Com.  Educ,  on  Female  Education,  Misc.  Pubs.,  1867,  pp.  371-376. 

2  Secondary  Authorities  dealing  with  the  educational  system  of  the  Early  Christians, 
i and  the  general  ignorance  of  the  early  Middle  Ages. 

CoMPAYRE,  G.     History  of  Pedagogy. 
IDavidson,  Thos.     Education  of  the  Creek  People. 
JDavidson,  Thos.     History  of  Education. 

Dill-,  Samuel.     Roman  Society  in  the  Last  Century  of  the  Western  Empire. 

Dittes,  Fr.     Geschichte  der  Erziehung  und  des  JJnterrichtes. 

Ellis,  A.  Caswell.     Growth  qf  the  Simday  School  Idea;   in  Ped.  Sem.,  Ill, 
377-379. 

GuizoT,  F.     History  of  Civilization,  II. 
*Hallam,  Henry.     Literature  of  the  Middle  Ages,  I. 
tHALLAM,  Henry.     The  Middle  Ages,  II. 

Johnston,  H.  \V.     Latin  Manuscripts. 
■^Laurie,  S.  S.     Pre-Christian  Education. 
tLALTRiE,  S.  S.     Rise  and  Constitution  of  Early  Universities. 

Lecky,  ^YM.  E.  H.     History  of  European  Morals,  II. 

Mageveney,  Rev.  E.     Christian  Education  in  the  First  Centuries,  33-476  A.  D. 

Mulling ER,  J.  B.     Tlie  ScJiools  of  Charles  the  Great. 

Plath,  Julius.     Schom's  Geschichte  der  Pddagogik. 

Regener,  Fr.     Skizzen  zur  Geschichte  der  Piidagogik. 

ScHAFF,  Philip.     History  of  the  Christian  Church. 

SCHMID,  K.  A.     Geschichte  der  Erziehung,  II. 
/^Smitii,  Wm.  and  Cheetham,  S.     A  Dictionary  of  Christian  Antiquities. 
"  A  Stein,  Lorenz.     Das  Bildungsivesen,  I. 

Symonds,  John  A.     Renaissance  in  Italy,  Pt.  II,  Tlte  Revival  of  Learning. 
3  Secondary  Authorities  giving  a  picture  of  society  under  the  later  Roman  Empire, 
and  the  effect  of  the  introduction  of  Cliristianity. 

Adams,  Geo.  B.     Civilization  during  the  Middle  Ages. 

Bury,  J.  B.     History  of  the  later  Roman  Empire,  I. 
*Davidson,  Thos.     Aristotle,  and  the  Ancient  Educational  Ideals. 

Draper,  John  W.     Intellectual  Development  of  Europe,  I. 

Fischer,  Kuno.     Descartes  and  his  School. 
^Kingsley,  Charles.     Hypatia,  preface. 

LiscoMB,   ^^■M.    S.     Tlie   Loss   and   Recovery   of   the   Classical   INIanuscripts;    in 
Education,  I,  550-573. 

May,  Sir  Tiios.  E.     Democracy  in  Europe,  I.   2,  ^  f -""  ^S"2^  , 


EARLY    CHRISTIAN   EDUCATIOy.  53 

Eexax,   Ernest.     Hibhcit  Lectures,  ISSO;  Influence  of  Rome  on  Christianity 
and  the  Dciclopntent  of  the  Catholic  Church. 
*Taylor,  Henry  Osborn.     Ancient  Ideals,  II. 
fTAYLOR,  Henry  Osborn.     Classical  Herilaye  of  the  Middle  Ayes. 
Schmidt,  C.     The  Social  Results  of  Early  Christianity. 
4  Secondary  Authorities  dealing  particularly  with  the  external  history  of  the  Eariy 
Church. 
Allard,  Paul.     Lc  Christ ianisme  ct  I'Empire  Roman. 
Crozier,  J.  B.     History  of  Intellectual  Development,  I. 
DOLLINGER,  J.  I.  VON.     Studies  in  European  History. 
Emerton,  Ephraim.     Introduction  to  the  Study  of  the  Middle  Ayes. 
*FiSHER,  Geo.  P.     Bcyinninys  of  Christianity. 
fFlSHER,  Geo.  P.     History  of  the  Christian  Church. 
Gibbon,  Edward.     Decline  and  Fall  of  the  Roman  Empire. 
Hatch,  Edwin.     Hibbert  Lectures  for  1S8S;  The  Influence  of  Greek  Ideas  and 

Usayes  upon  the  Christian  Church. 
Hardy,  E.  G.     Fliny;  Correspondence  uith  Trajan. 

John,  Bishop  of  Bristol.     The  Ecclesiastical  History  of  the  2d  and  3d  Cen- 
turies. 
Kurtz,  J.  H.     Church  History,  I. 

Moeller,  \YiLnELM.     History  of  the  Christian  Church,  1-GUO  A.  D. 
Plummer,  Alfred.     The  Church  of  the  Early  Fathers. 
Ramsay,  W.  M.     The  Church  in  the  Roman  Empire,  before  lio  A.  I). 
5  Secondary  Authorities  relating  to  the  early  history  of  Monasticisin. 
Cutts,  Rev.  Edw.  L.     Scenes  and  Characters  of  the  Middle  Ayes. 
tKiNGSLEY,  Chas.     Thc  Hermits. 
:Milman,  H.  H.     History  of  Latin  Christianity,  I  and  II. 
:Moeller,  Wm.     History  of  the  Christian  Church,  I. 
Montalambert,  Count  de.     The  Monks  of  the  West,  I. 
SciiAFF,  Philip.     History  of  the  Christian  Church. 
Smith,  I.  G.     Rise  of  Christian  Monasticism. 
tTAYLOR,  Henry  Osborn.     Classical  Heritage  of  the  Middle  Ayes. 
Thatcher,  O.  J.  and  Schwill,  F.     Europe  in  the  Middle  Ayes. 
Trench,  R.  C.     Mediceval  Church  History. 
WisHAUT,  A.  W.     Short  History  of  Monks  and  Monasticism. 
Woouhouse,  Rev.   F.  C.     Montisticism. 


^ 


XII     THE   BARBARIC   INVASIONS:     FORMATION  OF 
THE  NATIONS:    CHRISTIANIZING  THE  BAR- 
BARIANS:    PRESERVING    LEARNING. 

I  FROM  OFFENSIVE  TO  DEFENSIVE.      (Church,  1-14;  Diiniy,  1-16; 
Emerton,  chs.  i-ii ;  Thomas,  ch,  xiii.) 

1  The  Belgfe,  Aqiiitani,  and  Celts  [Gauls]   of  Ci:esar's  time. 

a  Life  and  manners  of  the  early  Germans.       (Henderson,  ch.   i ; 

Ilowland;  Jones,  19-37;  Tacitus.) 
b  Gradual  consolidation  of  these  tribes. 

c  The  Rhine  and  the  Danube  become  the  boundaries  of  the  Empire, 
d  The   change   from   offensive   to   defensive.       The   pressure   from 
behind. 
1)   The  year  166  A.  D.  a  turning-point  in  the  fortunes  of  the 
Empire. 

2  Successive  invasions  from  the  North  and  East. 

The  Goths  invaded  the  Eastern   Empire    [lGG-378];   the  Visigoths  under  Alaric 

invaded  Italy  and  Spain  [395-414] ;  and  the  Ostrogoths  moved  into  Italy  [490- 

493].      (Church,  chs.  i,  ii;  Emerton,  ch.  iii;   *Hodgkin,  lects.  iii-v;   jHodgkin.) 
The  Vandals  and  Sueves  left  the  mouth  of  the  Danube   [378],  moved  West  and 

South,  crossed  into  Spain  [409]  and  into  Africa  [429]. 
The  Burgundians  reached  the  Rliine  frontier  [c.  290],  and  settled  near  the  present 

city  of  Worms  [413].      (Church,  chs.  i,  ii;  Emerton,  39-40.) 
The   Huns   appeared   on   the   Volga    [^"5],   and   under   the    leadership    of   Attila 

ravaged  Gaul  and  Italy  [449-454],  and  then  returned  to  the  Danube.      (Church, 

ch.  i;  Emerton,  ch.  vi;  *Hodgkin,  80-86,  lect.  vi.) 
The  Angles,  Saxons,  and  Jutes  settled  in  Kent  [44.3-449],  in  Sussex  [477],  and  in 

Wessex  [485].      (Abdy,  lects.  viii,  xi ;  Church,  chs.  iv,  ix.) 
The  Northmen  began  their  attacks  on  ^he  English   coast   [787],  overran  Xortli- 

umbria,  and  plundered  and  burned  the  churches  and  monasteries  [866].     Peace 

of  Wedmore  [878]. 
The  Franks  a  great  nation   living  along  the  lower   Rhine    [475]    extended   their 

power   to   the   West   and    South    [486-530].      (Adams,   ch.    vii ;    Church,    ch.    ii ; 

Emerton,  chs.  vii,  x.) 
The  Saracen  migrations,  or  conquests  [632-732].      (Drajior,  T,  327-348;   Emerton, 

122-129;  Stills,  ch.  iv:  Trench,  lect.  iv.) 

II  THE  DANGER  TO  CIVILIZATION.      (Adams,  104-106.) 

1  Why  all  civilization  was  not  destroyed. 

a  Relative  danger  from  the  different  invading  tribes. 

2  Necessity  of  building  up  a  new  foundation  for  a  future  civilization. 

a  The  consolidating  force. 

3  Why  the  lamps  of  h^nrning  almost  went  out. 

50 


57  BARBARIC    INVASIONS :    NEW    NATIONS. 

Ill  CHARACTER    OF    THE    INVADERS;    AVHAT    THEY    BROUGHT. 

(Adams,  ch.  v;  Guizot,  II,  lect.  vii ;  *Hodgkin,  55-72;  Montalam- 
bert,  I,  437-449;  Stille,  chs.  i-ii;  Tacitus.) 

1  Their  form  of  government. 

a  Where  sovereignty  rested. 

b  Nobility:  of  whom  composed.      The  king. 

c  Classes  in  the  tribe,  or  nation. 

d  Military  clientship. 

2  Their  law  system.      (Emerton,  ch.  viii ;  Henderson,  176-189;  Ozonam, 

123-173.) 
a  German  law :   Salic  law :  Ripuariau  law. 

1)   The  life  of  the  people  as  shown  in  these  laws, 
b  How  developed  and  administered, 

3  Their  personal  qualities. 

4  Their  mode  of  life. 

a  Effect  of  on  the  decaying  civilization  of  the  Roman  Empire. 

lY  THE  IMPRESS  OF  ROME  UPON  THEM.    (Abdy,  1-15;  Adams,  20-38; 
Bryce,  15-31;  Church,  53-61;  Ozonam,  325-407.) 

1  The  past  work  of  Rome  in  unifying  the  life  of  the  provinces.     Effect 

in: — 
a  Perpetuating  Roman  institutions. 
b  Paving  the  way  for  the  Church. 

2  The  influence  of  Roman  law  and  order.      (Guizot,  II,  lect.  xi ;  Taylor, 

56-66.) 
a  Theoclosian  and  Justinian  codes, 
b  Military  organization, 
c  The  idea  of  a  central  i^ower. 
d  The  idea  of  corporate  municipal  life. 

3  The  influence  of  Romano-Hellenic  learning  and  culture. 

4  The  superior  Roman  civilization  everywhere  met  Avith. 

a  The  Latin  language.    (Church,  55-61.) 

Y  THE  IMPRESS  OF  CHRISTIANITY  UPON  THEM.  (Allen,  ch.  x; 
Church,  45-53;  Dittes,  82-86;  Fisher,  96-97,  114-152,  160-161; 
Gibbon,  III,  ch.  xxxvii,  687-695 ;  Kingsley,  lects.  viii-ix ;  Mait- 
land;  May,  I,  239-251;  Stille,  53-69.) 

1  J^arbarians  encounter  an  organization  stronger  than  force  and  greater 
than  kings,  which  they  must: — 
a  Accept  and  make  terms  with,  or 
b  Absolutely  destroy. 


-A 


BARBARIC   INVASIONS:    NEW   NATIONS. 

2  Character  of  the  services  rendered  by  the  bishops,  priests,  and  monks. 

(Allen,  204-226 ;  Draper,  I,  437^39 ;  Gibbon,  III,  ch.  xxxvii,  687- 
692,  709-711;  Kingsley,  lect.  ix;  Lecky,  II,  243-248;  Magevney, 
1-24;  Montalambert,  I,  437-455,  497-541,  660-679;  Trench,  lects. 
iii,  V.) 
a  Work   of   Ulphilas    [c.    313-383]    and  his   followers   among   the 
Goths  of  southern  Russia.       (Hodgkin,  77-78;  Moeller,   II, 
31-33.) 
b  Others  strove  to  convert  kings  and  tribes.      Barbarian  Europe 
slowly  Christianized.      (Fisher,  96-97,  144-152;  Milman,  I, 
bk.  3,  ch.  ii,  II,  bk.  4,  chs.  iii,  v;  Moeller,  II,  30-49,  94-98, 
136-154;  Schaff,  IV,  ch.  ii ;  Trench,  lects.  iii,  v.) 

1)  Dates  of  some  conversions. 

440  St.  Patrick  converted  the  Irish. 

496  Clovis,  King  of  the  Franks,  became  a  Christian. 

587  Reccared,  King  of  the  Goths  of  Spain. 

597  Ethelbert,  King  of  Kent. 

626  Edwin,  King  of  Northumbria. 

635  The  English  of  Wessex. 

681  The  South  Saxons. 

878  Guthrum,  the  Dane,  by  the  Peace  of  Wedniore. 

912  Rollo,  Didce  of  the  Normans. 

967  Boleshiv  II,  King  of  the  Bohemians. 

972  The  Hungarians. 

2)  The  moral  force  of  monastic  life.      (Allen,  ch.  viii.) 

3  Foundation  of  missions  kept  pace  mth  the  fortunes  of  war. 

a  By  614  there  were  112  bishoprics  in  Frankland  alone. 
b  The  Church  soon  became  a  great  temporal  power. 

4  Efl.'ect  of  this  period  of  conquest  on  the  Church  itself.      (Church,  51- 

53;  Compayre,  67-70;  Fisher,  97,  144,  156,  160-161;  Mullinger, 

34-38.) 
a  State  of  learning,  culture,  and  morality  during  this  period, 
b  Social  and  religious  life  in  the  7th  Century.     (Bury,  II,  387-398.) 

VI  THE  PRESERVATION  OF  LEARNING  DURING  THE  PERIOD. 

1  The  order  of  Cassian,  and  his  rule.      (Syllabus,  p.  51.) 

2  St.  Benedict  founds  the  first  Benedictine  monastery  at  Monte  Cassino 

[428].       (Montalambert,  I,  bk.  iv;  Mullinger,  41-47;   Thatcher 
and  Schwill,  326-335;  Wishart,  ch.  iii;  Woodhouse,  71-84.) 
a  The   rule   of   St.   Benedict.       (Barnard's   Jr.,   XXIV,   525-544;" 
Cutts,  6-17;  Drane,  I,  ch.  i;  Henderson,  274-314;  Hunt,  ch. 
x;  Jones,  94-99;  Maitland;  Putnam,  I,  122-133;  Schaff,  III, 
220-225;  Smith,  pt.  1,  eh.  vi ;  Woodhouse,  76-80.) 
1)   His  order  in  part  a  reaction. 


59 


PRESERVIXG   LEARMya. 


h  The  future  particularly  indebted  to  this  order  for  three  rules:— 

1)  Imposing  the  duty  of  instructing  novices. 

2)  Imposing  the  duty  of  transcribing  manuscripts.       (John- 

ston, sec.  43.) 

3)  Provision  for  daily  reading  and  study, 

c  Rapid  spread  of  the  order,  carrying  instruction  over  Europe  and 
preserving  learning  during  the  Dark  Ages.  (Smith,  pt.  1, 
ch.  vii;  AVoodhouse,  ch.  iii.) 

1)  Work  of  the  order  in  preserving  learning.     (* Clark,  9-22 

f Clark;  Gairdner,  58-63;  Gasquet,  ch.  ii;  *Hallam,  II 
ch.  i,  sees.  1-15;  fHallam,  II,  ch.  ix,  pt.  1;  Hodgetts 
92-108;  Johnston,  sec.  43;  *Lacroix,  423-442;  fLacroix 
299-338;  Lanciani,  200-205;  Lecky,  H,  212-221 
Magevney,  1-24;  Maitland;  Putnam,  I,  16-145;  AVishart 
ch.  ix.) 

2)  Scarcity  of  books  during  the  early  IMiddle  Ages,     (f Clark; 

Gasquet,  ch.  i ;  fHallam,  II,  ch.  ix,  pt.  1 ;  Lanciani,  200- 
205;  Maitland;  Putnam,  I,  133-145;  Schaiit:',  IV,  601- 
608;  Symonds,  58-68.) 


A  MONK  IN   A  SCRIPTORIUM. 


A  MEDIEVAL   WRITER. 


(From  a  MS.  of  Metrical  Relations  of  Miracles  of  the  Virgin  Majy,  now  in  the  library  of 

the  city  of  Soissons,  France.) 

The  monk  is  reading,  seated  before  a  bookcase,  the  table  of  which  moves  up  and  down 

on  a  screw.    Upon  this  table  is  an  inkstand,  and  below  it  apparently  an  inkbottle.  The  table 

has  receptacles  for  books  and  paper  or  parchment.     In  the  walls  of  the  room  are  cupboards 
for  books,  a  few  of  which  can  be  seen. 

(From  a  MS.,  No.   6985,  in  the  National  Library  in  Paris.) 

The  scribe  is  seated  in  a  chair  with  a  writing  desk  attached.     In  his  hand  is  a  pen,  with 
which  he  is  writing,  and  a  knife  for  erasing.     The  table  before  him  is  covered  with  books. 


60  FORM  AT  I  OX   OF   THE   XATIOXS. 

VII  MONASTIC  AND  EPISCOPAL  SCHOOLS.  (Azarias,  3-36;  Baum- 
eister,  I,  Pt.  1,  20-23 ;  Denk ;  Dittes,  91-95 ;  Guizot,  II,  lect.  xvi ; 
Plath,  44-48;  Putnam,  1.  106-122;  Regener,  31-35;  Schiller, 
35-60.) 

1  Origin  of  each.      (Syllabus,  p.  51.) 

2  Where  established. 

3  Nature  of  education  provided. 

a  Its  extent. 

b  For  whom  intended. 

4  Value  of  these  schools  before  Charlemagne.      (Allen,  249-261.) 

VIII  REFERENCES.  ^^ 

1  .Sources. 

Henderson,  E.  F.     Select  Historical  Documents  of  the  W^lle  Ages. 

HowLAND,  A.  C.     The  Early  Germans;   in  Trans,  and  Reps.  Sources  Eu.  Hist., 

VI,  No.  3. 
Jones,  Guernsey.     Civilization  in  the  Middle  Ages. 
Tacitus.     Agricola  and  Germaniw;  Works,  Vol.  IT. 

2  Secondary  Authorities  relating  to  inter-mingling  of  barbarism,  Christianity,  and 

Roman  civilization. 
Abdy,  J.  T.     Lectures  on  Feudalism. 

—  Adams,  Geo.  B.     Civilization  during  the  Middle  Ages. 

—  Bp.yce,  Jas.     Holy  Roman  Empire. 

Bury,  J.  B.     History  of  the  Later  Roman  Empire,  II. 

—  Church,  R.  W.     The  Beginnings  of  the  Middle  Ages. 
DiTTES,  F.     Geschichte  der  Erziehung  und  des  Unterrichtes. 

—  Draper,  John  W.     Intellectual  Development  of  Europe,  I. 

—  DuRUY,  Victor.     History  of  the  Middle  Ages. 

—  Emerton,  E.     Introduction  to  the  Study  of  the  Middle  Ages. 
Fisher,  Geo.  P.     History  of  the  Christian  Church. 
Gibbon,  Edw.     Decline  and  Fall  of  the  Roman  Empire. 

— Guizot,  F.     History  of  Civilization  in  Europe. 
-^  *HoDGKiN,  Thos.     The  Dynasty  of  Theodosius. 

—  fHoDGKiN,  Thos.     Theodoric  the  Ostrogoth. 

-~  KiNGSLEY,  CiiAS.     The  Roman  and  the  Teuton.  _         *'^i-«JL^T* 

—  May,  Sir  Thos.  E.     Democracy  in  Europe,  1.  2  i^  "       "l^"^^ 
MiLMAN,  Henry  Hart.     History  of  Latin  Christianily. 
MoELLER,  WiLHELM.     History  of  the  Christian  Church,  II. 
Montalambert,  Count  de.     Monks  of  the  West,  I. 

OzONAM,  A.  F.     Les  Germains  avant  le  Christianisme. 
Still£,  Chas.  J.     Studies  in  MedicEval  History. 
Taylor,  Henry  Osborn.     Classical  Heritage  of  the  Middle  Ages. 
Thomas,  Emile.     Roman  Life  under  the  Cccsars. 
Trench,  K.  C.     Lectures  on  Meditrral  Church  History. 
3  Secondary  Authorities   relating  to  the   preservation  of  learning  by  the  monastic 
orders. 
Allen,  J.  H.     Christian  History:    First  Period. 
AzARiAS,  Brother.     Essays  Educational. 


"tU  (^/a  <?  S^^r>-e^ 


FORMATIOX    OF    THE    XATI0\8.  Gl 

Barxard,  Hknry.     Early  Clnistian  Education  (Diane)  ;  in  Jiarnard's  Jr.,  XXIV. 
525-.)44. 

Baumeistkh.  a.     Ihindhuch  der  Erziehioufs-  und  i'titerriclitslchre,  Vol.  I,  pt.  1. 
*Clark,  J.  W.     Libraries  in  the  Mcdiceial  and  Itctiaissance  Periods. 
tCi.ARK,  J.  \V.     The  Care  of  Books. 

CuTTS,  Rev.  Edw.  L.     Scenes  and  Characters  of  the  Middle  .Ar/es. 

Denk,  V.  M.  O.     (leschichte  des  (iallo-Frank-isehen   Unterriehts-   und  Bildunys- 
tvesens  vom  den  iiltestcn  Zeiten  hi.'i  auf  Karl  den  (Irossen. 

DiTTES,  Fr.     Geschichte  der  Erziehitng  and  des  I'nterriehtes. 

Drane,  AiHiUSTA  T.     Christian  Schools  and  Scholars.  I. 
*Hallam,  Henr-t.     The  Literature  of  Europe,  1. 
tHALLAM,  Henry.     The  Middle  Ages,  II. 

Johnston,  Harold.     Latin  Manuscripts. 
*Lacroix,    Paul.     The    Arts    of    the    Middle    Ages    and    at    the    Period    of    Ihi  * 

Renaissance. 
fLACROix,  Paul.     Militari/  and  J'lligions  Life  in  Ihr  Middle  Ages. 

Lanciani,  R.     Ancient  Pome  in  the  Light  of  Pcecnt  Discoreries. 

Lecky,  W.  E.  H.     History  of  European  Morals.  II. 

Magevney,  Rev.  E.     Christian  Education  in  the  hail:  Ages. 

Maitland,  Rev.  S.  R.     The  Dark  Ages. 

Mullinger,  J.  B.     The  Schools  of  Charles  the  Great. 

Plath,  Julius.     Schorn's  Geschichte  der  Piidagogik. 

Putnam,  Geo.  H.     Books  and  their  Makers  during  the  Middle  Ages,  J. 

Regener,  Fr.     Skizzen  zur  Geschichte  der  Piidagogik. 

SoiiAFF,  Philip.     History  of  the  Christian  Church,  IV. 

Schiller,  Hermann.     Lehrbuch  der  Geschichte  der  Padagogik. 

Smith,  I.  Gregory.     Rise  of  Christian  Monasticisnt. 

Thatcher,  0.  J.,  and  Schwill,  F.     Europe  in  the  Middle  Ages. 

WiSHART,  A.  W.     Short  History  of  Monks  and  Monasticisni. 

Woodhouse,  Rev.  F.  C.     Monasticisni.  .       jt     t 

'^^JLl^ , G.^' ;  h\,n\^,  In -1X0. 


XIII     ENGLAND  AND   IRELAND   DURING   THE 
EARLY   MIDDLE  AGES. 

I  THE  EARLY  IRISH  AND  SCOTTISH  SCHOOLS.  (Draue,  I,  eh.  ii; 
Edgar,  8-17;  Fisher,  96-97;  Laurie,  32-36;  Lawless,  42-49; 
Montalambert,  I,  bk.  viii,  chs.  ii,  iii ;  Newman,  I,  116-129 ;  West, 
28-31.) 

1  Christian  civilization  and  monastic  life  introduced  into  Ireland    [c. 

425  A.  D.],  probably  via  Marseilles. 
a  St.  Patrick  preached  Christianity  to  the  Irish  [440j. 
b  Monasteries  soon  became  numerous. 

2  Famous  monastic  schools  of  the  6th  and  7th  centuries. 

a  Ireland  at  this  time  the  center  of  learning  of  the  world, 
b  Schools  destroyed  by  the  Danes.      (See  Syllabus,  p.  56.) 

3  St.  Columba  went  to  Scotland  [565]  to  establish  Christianity. 

a  His  life  and  work, 
b  lona  founded. 

4  Early  Bardic  schools  of  Ireland  and  Scotland.     Beginnings  of  national 

literature  and  education.      (Edgar,  23-32,  279-286.) 

II  CHRISTIANITY  AND  LEARNING!  IN  ENGLAND.  (Church,  120- 
131;  Drane,  I,  eh.  iii;  Edgar,  17-19;  Fisher,  146-149;  Hazlitt, 
I,  177-238;  Laurie,  35-39;  Mullinger,  49-51,  61-67;  Newman,  I, 
116-129;  SchafL',  IV,  19-76;  West,  29-39.) 

1  St.  Augustine  in  Kent  [Landed,  597  A.  D.]. 

a  Rapid  spread  of  Christianity  in  England. 

b  Oswald  sent  [635]   to  lona  for  monks. 

e  Monasteries  and  churches  multiply.      (Hunt,  eh.  x.) 

d  Wearmouth,  Yarrow,  and  Lindisfarne  founded. 

1)   Their  libraries.      (Church,  157-161.) 
e  Bede  a  life-long  student  at  AVearmouth  and  Yarrow.      (Gairdner, 
ch.  i;  Hodgetts,  lect.  3.) 

2  Bede's  friend,  Egbert,  founded  the  cathedral  school  at  York   [732]. 

a  Its  great  library.      (Mullinger,  61-67;  West,  31-37.) 
b  The  grammar  school  at  York  [700-1902].      (Leach.) 
c  Alcuin  [735-804],  a  pupil  in  the  school,  and  afterwards  master. 
(Monnier,  pt.  1,  ch.  i.) 

1)  AVhat  he  studied. 

2)  His  fame  as  a  teacher.      (See  Syllabus,  p.  67.) 

<J2 


63  ENGLAND,    IRELAyO,    AXD    EIXG    ALFRED. 

Ill  EDUCATIONAL  EFFORTS  OF  KING  ALFRED.  [871-901.]  (Asser's 
Life;  Drane,  I,  dh.  vii;  Gairdner,  30—18;  Green,  50-52;  Harrisou; 
Hazlitt,  I,  177-238 ;  Histories  of  England ;  Hunt,  ch.  xiv ;  Laurie, 
52-53;  Milman,  II,  bk.  5,  ch.  x;  Morley,  II,  ch.  xii ;  Schaff,  IV, 
618-620;  Thorpe,  ch.  vi;  Timbs,  1-8.) 

1  Social    conditions    in    England    at    the    time    of    Alfred    the    Great. 

(Bowker,  see  table  of  contents;  Church.  166-177;  Giles,  ch.  v.) 

2  The  work  of  King  Alfred.      (Bowker,  ch.  vi;  Church,  215-224.) 

a  In  collecting  the  laws  and  administering  justice.     Abdy,  ch.  ix; 

Besant,  ch.  v;  Conybeare,  ch.  xii.) 
b  In  founding  monasteries  and  schools.      (Gairdner,  58-63.) 
c  In  eneoura-ging  learning  throughout  his  realm.      (Abdy,  ch.  xiii ; 

Besant,    ch.    vi;    Bowker,    chs.    ii.    v:    Conybeare,    ch.    ix ; 

Magevney,  34-40.) 
d  In  translating  books  into  English.      (Besant,  ch.  vii;  Conybeare, 

ch.  X.) 


ElfOLA^W,   IRELAND,   AXi)    A/.YG    ALFRED.  64 

IV  REFERENCES. 

1  Sources. 

A.SSER.     Annuls    of    the    Reign    of    Alfred    the    Great;    in    His    Old    English 
Chronicles,  edited  by  J.  A.  Giles. 

2  Secondary  Autliorities  of  First  Importance. 

Ai!i)Y,  J.  T.     Lectures  on  Feudalism. 

Besaxt,  W.     The  Story  of  King  Alfred. 

BowKER,  Alfred.     Alfred  the  (Jreat. 

CoNYBEARE,  Edw.     Alfred  in  the  Chronicles. 

Dra.ne,  Augusta  T.     Christian  Hchopls  and  Scholars,  I. 

Gairdner,  Jas.     Early  Chronicles  of  Europe;  England. 

Harrlson,  Fr.     The  Writings  of  King  Alfred. 

Hazlitt,  W.  Carew.     Warton's  History  of  English  Poetry,  from  the  Twelfth  to 

the  Close  of  the  Sixteenth  Century,  I. 
Hunt,   William.     The  English   Church  from   its   Foundation    to    the    Xorman 

Conquest. 
Leach,  A.  F.     Our  Oldest  School;  in  Fortnightly  Review,  LII,  638-650. 
Magevney,  Re\'.  £.       Christian  Education  in  the  Dark  Ages. 
MoRLEY',  Henuy'.     English  IVVifos,  II. 
Thorpe,  B.,  transl.     Dr.  R.  FauU's  Life  of  Alfred  the  Great. 

3  Less  Important  Secondary  Autliorities  and  General  Works. 

Church,  A.  J.     The  Story  of  Early  Britain. 

Edgar,  John.     History  of  Early  Scottish  Education. 

Giles,  Rev.  Dr.     Memorials  of  King  Alfred. 

Green,  J.  R.     A  Shorter  History  of  the  English  People. 

HoDGETTS,  J.  F.     The  English  in  the  Middle  Ages. 

Lairie,  S.  S.     Rise  and  Constitution  of  the  Early  Uuiversitifs. 

Lawless,  Emily.     The  Story  of  Ireland. 

MiLMAN,  Henry  H.     History  of  Latin  Christianity,  II. 

AIoNNiER,  M.  F.     Alcuin  et  Charlemagne. 

Newman,  John  Henry.     Historical  Sketches,  I. 

ScHAFF,  Philip.     History  of  the  Christian  Church,  IV. 

Times,  John.     School  Days  of  Eminent  Men. 

West,  A.  F.     Alcuin,  aiul  (he  Rise  of  the  Christian  Schools. 

lJUy[luA:   l4.   '^U.    /  30-/3/ 


65 


CHARLEMAGXE    AND    ALCUIN. 


A   MEDLEVAL   MAP   OF   THE   WORLD. 

"A  copy  of  this  map  was  owned  by  Cliaileniagne  and  nicntionod  in  his  will  as  one  of  his 
chief  treasures."  Davtr.  (Roproduoed  froui  Davis'  Cliurlctna(/iie,  G.  P.  Putnam's  Sons,  N.  Y., 
by  permission  (if  tin-  ])nblishors). 


XIV  THE  REVIVAL  OF  LEARNING  UNDER 
CHARLEMAGNE  AND  ALCUIN. 

(Adams,  154-169;  Baumeister,  I,  pt.  1,  23-26;  Compayre,  70-73;  Dittes,  96-98;  Freundgen; 
Meier;  Plath,  48-52;  Regener,  28-31;  Schmid,  II,  pt.  1,  145-232.) 

I  CHARLEMAGNE  :  HIS  LIFE  AND  WORK.  (Allen,  236-248,  249-261 ; 
Duruy,  ch.  ix ;  Eoinhard ;  Emerton,  214-232 ;  Giiizot,  II,  lect.  20 ; 
Haiireaii,  ch.  i ;  Henderson,  76-87 ;  Mombert,  bk.  3,  ch.  vi ;  Mon- 
nier,  pt.  1,  ch.  iii.) 

1  Charlemagne  made  sole  king  of  the  Franks  in  771. 

a  His   ancestors  had   fought  to   establish  social  order, 
b  He  continued  the  fight  with  great  vigor. 

1)   State  of  Europe  in  his  time.      (Giles,  ch.  v.) 
c  Character  of  the  man. 

2  Character  of  his  court.     (Mombert,  253-267.) 

a  His  first  efforts  to  secure  instructors.      (Mullinger,  47-49.) 

1)  Peter  of  Pisa. 

2)  Paulus  Diaconus,  the  Lombard  scholar. 

b  Met  Aleuin,  the  scholasticus  of  York,  in  781  at  Parma.   (West,  39.) 

II  ALCUIN  AND  THE  PALACE  SCHOOL.  (*Azarias,  39-46;  Bau- 
meister, I,  Pt.  I,  23-25 ;  Drane,  I,  ch.  v ;  Duruy,  135-138 ;  Guizot, 
III,  lect,  22;  Lorenz,  lects.  ii,  v;  Mombert,  bk.  2,  ch.  ix;  Monnier, 
pt.  1,  ch.  iv;  Morley,  II,  ch.  vi ;  Mullinger,  68-89,  104-105;  Town- 
send,  ch.  ii;  West,  40-48.) 

1  Arrived  at  the  court  of  Charlemagne  with  three  followers  [782]. 

a  The  state  of  learning.      (Church,  133-135.) 

b  The  condition  of  the  clergy  and  of  Christian  worship.      (Fisher, 
155-162.) 

2  Established  the  Court  or  Palace  School. 

a  Nature  of  this. 

b  The  pupils. 

c  Method  of  instruction. 

d  The  text-books  used. 

e  Examples  of  Aleuin 's  teaching.       (Freundgen,   138-147;  Meier, 

25-32;  Mombert,  244-251:  IMonnier,  pt.  1,  ch.  iv;  Schiitze, 

pt.  4.) 

67 


68  CHARLEMAGNE   AND    ALCUIN. 

f  Alcuin's  instruction  in   Grammar,  Rhetoric,  Logic.   Arithmetic, 
and  Astronomy.      (Freundgen,  55-138;  Monnier,  pt.  1,  eh. 
iv;  Mullinger,  75-88.) 
3  The  basis  of  promotion  in  the  State. 

III  BEGINNINGS  OF  STATE  EDUCATION.      (Church,  133-135,  139-142 

Davis,  eh.  viii ;  Dittes,  96-98 ;  Drane,  I,  ch.  v ;  Guizot,  III,  lect 
23 ;  Haureau,  ch.  vi ;  Laurie,  43-55 ;  Magevney,  24-34 ;  Maitland 
Mombert,  blc,  3,  ch.  i ;  Mullinger,  99-108 ;  Munro,  12-16 ;  Putnam 
I,  109-117;  Rashdall,  I,  26-32;  Schiitze,  pt.  5;  Specht,  15-30 
Townsend,  ch.  ii ;  AVest,  49-63.) 

1  Alcuin's  suggestion  for  a  new  Athens  in  Frankland.       (Freundgen, 

168-172;  Schiitze,  pt.  3.) 

2  Charlemagne's  first  proclamation  on  education   [787]. 

a  To  whom  addressed. 

b  The  letter  in  full.      (Laurie,  44-46;  Mullinger,  97-99;  West,  49- 
51.) 

3  Singing-,    arithmetic-,    and    grammar-masters    imported    from    Rome 

[787] ,  and  sent  to  the  principal  monasteries  to  teach. 

4  The  second  proclamation  of  787,  relating  to: — 

a  The  clergy. 

b  The  monastery  schools. 

l)'What  was  to  be  taught  in  each  school. 

5  The    corrected    Scriptures    and    a    collection    of   sermons    "carefully 

purged  from  error  and  sufficing  for  an  entire  year"  sent  to  each 
church. 

6  Charlemagne's  favorite  studies. 

7  Use  of  the  Frankish  tongue.      (Mombert,  268-269.) 

8  Instructions  issued  by  the  Council  of  Aachen  [789]. 

a  The  Capitulary  of  Aachen   [789].      (Maitland,  41.) 

9  Further  regulations  issued  by  Charlemagne  for  the  government  of 

monks  and  clergy  [794]. 

10  Theodulf  of  Italy,  appointed  Bishop  of  Orleans  [794]. 

a  His  proclamation  of  797,  and  its  importance. 

11  Charlemagne's  general  proclamation  on  education  [802]. 

12  Effect   of   this   work   in   advancing   learning.       (Henderson,    78-81; 

Mombert,  26^267;  Newman,  I,  150-162;  West.) 

IV  CHARACTER  OF  THE  SCHOOLS  ESTABLISHED.     (*Azarias,  3-36, 

171-204;  fAzarias;  Baumeister,  I,  Pt.  1,  25-26;  Laurie,  67-72; 
Mullinger,  130-134;  Ozonam,  550-606;  Specht,  15-30;  West, 
56-58.) 

1  The  five  different  classes  of  schools. 

2  The  teacher  of  each  and  by  whom  appointed. 


69  CHARLEMAGNE   AXD    ALCUIX. 

3  The  atteiidauce  of  each. 

4  Nature  of  the  instruction  given  in  each  school. 

a  Elementarj^ 
b  Secondary. 

5  Organization  and  discipline  of  the  diiferent  schools. 

6  Copying  of  mannscripts  in  the  schools. 

V  ALCUIX  AT  TOURS.    FURTHER  ADVANCES.     (Lorenz,  sec.  iv;  Mon- 
nier,  pt.  3,  eh.  i.) 

1  Aleuin  made  Abbot  of  Tours  [796]. 

a  His  work  for  the  school  there, 
b  His  mission. 

c  His  work  in  copying  manuscripts.       (Mullinger,   110-114,   121- 
126;  "West,  64-88.) 

2  Aleuin  died  in  804.      Charlemagne  died  in  814. 


CHARLEMAGXE   AXD    ALCUIX.  70 

VI  REFERENCES. 

1  Sources. 

Egixiiard,     Life  of  Charlemagne. 

Freundgen,  Jos.     Aihiiin's  piidnfiogische  Schiifloi    (Sand.  Pijd.  Hch.,  IV). 

Meier,  P.  G.,  editor.     AusgcuiihUc  fichriften  von  Columban,  Alkuin,  Ilrahanus 

Maurus,  etc.  (Bibl.  Kath.  Piid.,  Vol.  III). 
McxRO,  D.  C.     Laiis  of  Charles  the  Great;  in  Trans,  and  Reps.  Eu.  Hist.  VI. 
SciiUTZE,  H.     Auslese  aus  den  Wcrke  hcriihmlcr  Lchrcr  vnd  Piidagogen  des 

Mittelalters. 

2  Secondary  Authorities  of  first  importance. 

Adams,  Geo.  B.     Civilization  during  the  Middle  Ages. 

]\IoMBERT,  .T.  I.     History  of  Charles  the  Great. 

MoxxiER,  M.  F.     Alciiin  et  Charlemagne. 

JMuLLixGER,  J.  B.     The  Schools  of  Charles  the  Great. 

PiTXAM,  Geo.  li.     Books  and  their  Makers  during  the  Middle  Ages,  I. 

West,  A.  F.     Alcuin  and  the  Rise  of  tlie  Christian  Schools. 

3  Secondary  Authorities  and  General  Works  containing  good  articles. 

*AzARiAS,  Brother.     Essays  Educational. 

fAzARiAS,  Brother.     The  Primary  School  in  the  Middle   Ages;   in  Educ.  Rev., 
I,  220-2-43. 

COMPAYRE,  G.     History  of  Pedagogy. 

Davis,  H.  ^^■.     Charlemagne. 

Draxe,  Augusta  T.     Christian  Schools  and  Scholars,  I. 

Emertox,  E.     Introduction  to  the  Study  of  the  Middle  Ages. 

Fisher,  Geo.  P.     History  of  the  Christian  Church. 

Giles,  Rev.  Dr.     Memorials  of  King  Alfred. 

GuizoT,  F.     History  of  Civilization  in  Europe,  II  and  III. 

Laurie,  S.  S.     Rise  and  Constitution  of  the  Early  Universities. 

:Morley,  Hexry.     English  Writers,  II. 

OzoNAM,  A.  F.     La  civilisation  Chretienne  chcz  les  Francs. 

ScHjriD,  K.  A.     Geschichte  der  Erziehung,  II,  Pt.  1. 

Specht,  F.  a.     Geschichte  des  Unterrichtsucsens  in  Deutschland. 

TowxsEXD,  W.  J.     The  Great  Schoolmen  of  the  Middle  Ages. 

4  Secondary  Authorities  and  General   Works  containing  sliort  general   articles,  or 

those  of  minor  importance. 
Allen,  J.  H.     Christiaji  History,  First  Period. 

Baumeister,  a.     Handbuch  der  Erziehungs-  mid  L'ntcrrichtslchrc,  I,  Pt.  1. 
Church,  R.  W.     Beginnings  of  the  Middle  Ages. 
DiTTES,  Fr.     Geschichte  der  Erziehung  und  des  I'nterrichtcs. 
DuRUY',  ^"ICTOR.     History  of  the  Middle  Ages. 
Haureau,  B.     Charlemagne  et  sa  cuur. 
Hexdersox,  E.  F.     Germany  in  the  Middle  Ages. 
LoREXZ,  F.     Life  of  Alcuin. 

;Magevxey',  Rev.  E.     Christian  Education  in  the  Dark  Ages. 
Maitlaxd,  Rev.  S.  R.     The  Dark  Ages. 
Newsiax,  Johx  Hexry.     Historical  Sketches,  I. 
Plath,  Julius.     Schom's  Geschichte  der  Pddagogik. 
Rashdall,  H.     Universities  of  Europe  in  the  Middle  Ages,  I. 
Regexer,  Fr.     Skizzen  zur  Geschichte  der  Piidagogik. 


XV      EDUCATION    FROM  THE   NINTH   TO  THE 
THIRTEENTH    CENTURIES. 

I  AFTER  CHARLEMAGNE  AND  ALCUIN.    (Barnard's  Jr.,  NXIV,  337- 
370;  Draue,  I,  eh.  ix;  Monnier,  pt.  3,  cli.  i;  Poole,  79-89.) 

1  Additional  decrees  by  Church  councils. 

a  By  the  Council  of  Chalons  [813]. 
b  By  the  Council  of  Aachen  [817]. 

2  Educational  centers  in  the  Empire  at  Alcuin's  death.      (West,  126- 

128;  map.) 
a  Course  of  the  stream  of  learning. 

3  Rabanus    Maurus     [776-858].        (Freundgen;    Mullinger,    138-156; 

Sehiitze,  pt.  2;  Tiirnau.) 
a  His  fame  as  a  teacher  at  Fulda.      (AYest,  126-133.) 
b  His  Encyclopedia  [819]  as  a  summary  of  the  learning  of  his  time. 
(West,  156-164.) 

4  Other  teachers  and  the  extent  of  Alcuin's  later  influence.      (Drane, 

I,  eh.  vi;  AVest,  165-179.) 
a  Permanent  value  of  his  work. 

5  Disintegration  of  Charlemagne's  empire. 

a  The  cause. 

b  Darkness  again  settled  over  the  land.       (Compayre,  67-70,   73; 

Drane,  I,  ch.  ix;  Duruy,  ch.  xvi;  Laurie,  75-86.) 
e  The   second   revival   under   Otto    III    [980-1002]    in    Germany. 

(Barnard's  Jr.,  XXIV,  360-364;  Townsend,  ch.  iv.) 

1)  Extent  and  duration  of. 

2)  Work  of  Gerbert. 

6  Work  of  the  monasteries. 

a  In  copying  books  and  preserving  learning.      (Syllabus,  p.  58-59.) 

1)  Picture  of  daily  life  in  a  mediaeval  monastery.     (Capes,  chs. 

xiv-xv ;  Church,  eh.  iii ;  Gairdner,  58-63 ;  Gasquet,  ch. 

ii;  Gibbon,  III,  ch.  xxxvii;  Jessopp,  ch.  iii;  Jones,  94- 

99;  Kingsley,  lect.  ix;  Putnam,  I,  16-145;  Scheffel.) 

b  In  amassing  libraries  and  monastic  property.      (Gasquet,  ch.  i; 

Putnam,  I,  146-161.) 
c  In  teaching. 

71 


EDUCAriOy    rnOM    the    XIXTFI    to    the    THIHTEEXTH    CEyTURIES. 

II  SCHOOLS  FROM  THE  9th  TO  THE  13th  CENTURIES.      (Allen,  cli. 
xii;  Barnard's  Jr..  XXIY,  337-370:  Field,  eh.  i;  Just;  Laurie, 
55-72 ;  :\[aitland :  Schniid,  I,  Pt.  1,  232-258;  Speeht,  67-80.) 
1  Monastic  schools.     (Putnam.  I.  117-122:  Regener,  40-43;  Speeht,  150- 
171;  Syllabus,  pp.  60.  68-69.) 
a  Inner  schools, 
b  Outer  schools. 

1)   For  Avhoni  intended. 
e  Value  of  these  schools  from  the  9tli  to  the  13th  centuries. 


AX    OUTER    MONASTIC    SCHOOL. 

(After   a    wood   engraving   of    1407.       From    Laeroix,    L'ccole   et    la    science    jusqu'a    la 

iTi!(iissa)ice,  p.  53.) 

2  Cathedral  and  parish  schools.      (Speeht,  .172-191.) 

a  Nature  and  value  of  these  scjiools  after  Charlemagne, 
b  Their  status  about  950  A.  D. 

3  The  three  grades  of  instruction  ])rovided.      .(Alain,  ch.  ii;  *Azarias, 

3-36,  171-204;  fAzarias;  Drane,  I.  ch.  ix.) 
a  Elementary.       (Laurie,  57-61;   Speeht.   67-80.) 

1)  "When  begun. 

2)  Subjects  and  methods  of  instruction. 

3)  Object  of  instruction. 

b  Advanced,  oi-  secondai'y  iiistiuetion.      (Laurie,  57-61.) 

1)  AVhen  begun. 

2)  Subjects  and  methods  of  instruction. 

3)  Object  of  instruction. 

c  Higher  education.      ( Ijaurie.  61-67:  Poole,  79-89.) 

1)  Subjects  of  instruction.      Points  of  emphasis. 

2)  Manner  of  instruction. 

3)  Books  used. 


73         EDUCATIOy   FROM    THE    XIXTH    TO    THE    THIRTEESTH    CEXTIRIES. 

4  Extent  of  the  instruction  offered. 
a  By  any  one  school, 
b  Travelling  students, 
c  Centers  of  learning'. 


INTERIOR   OF   A   XORMAX    SCHOOL,    TWELFTH    CENTURY. 
(After  Wright,  Homes  of  Other  Days,  p.  130.) 

In  the  original  cut  the  bench  on  which  the  scholars  are  seated  forms  a  complete  circle.  To 
the  left  are  two  writers,  while  to  the  right  is  the  teacher,  who  seems  to  be  lecturing.  In 
the  center  is  the  teacher's  desk. 

5  The  school-master  of  the  later  ]\Iiddle  Ages. 

a  His   position,    work,   pay,    pupils,    and   methods   of   instruction. 
(Alain,  eh.  ii;  *Azarias,  171-204:;  fAzarias.) 


Ill  CHARACTERISTICS  OF  THE  EDUCATION  OF  THE  MEDIEVAL 
PERIOD. 

1  "With  reference  to  attitude  toward:— 

a  Classical  literature. 

b  Science  and  investigation. 

c  Philosophy. 

d  Reason  and  faith. 

e  Education  of  women. 

2  Nature  of  Christian  literature. 

3  Methods  used  in  teaching. 

4  Criterion  of  educational  values. 


74  EDUCATIOy   FROM    THE    yTXTH    TO    THE    THIRTEEXTH    CEXTURIES. 


A  MEDLEVAL   SCHOOL. 
(From  the  Manualc  scholarium.     Copied  from  Pick's  Auf  Dcutschland's  hohcn  Schulen.) 

IV  EEFEREXCES. 

1  \Vorks  having  particidar  reference  to  the  schools  of  the  period  and  the  education 

provided. 
Alaix,  L'Abbe.     L'iustntction  jyru)niirc  en  France  avant  la  revolution. 
Allen,  J.  H.     Chrislian  History,  First  Period. 
*AzARiAS,  Brother.     Essays  Educational. 
fAzARiAS,  Brother.     The  Primary  Schools  in  tlie  Middle  Ages;  in  Editc.  Rev.,  I, 

220-243. 
Field,  Mrs.  E.  M.     The  Child  and  His  Booh-. 

Ju.ST,  K.  S.     Zur  Piidagogik  des  Mittelalters;  in  Piid.  Snidien,  T,  pt.  6. 
Laurie,  S.  S.     Rise  and  Conslitution  of  the  Early  Universilies. 
Poole,  R.  L.     Illustrations  of  Medlceval  Thought. 
Regener,  Fr.     Skizzen  zur  Geschichte  der  Piidagogilc. 
Specht,  F.  a.     Geschichte  des  Unterrichtsicesens  in  Deutschland. 

2  Works  having  particular  reference  to  the  great  teachers  of  the  period,  and  the 

existing  educational  conditions. 

Barxard,  Henry.  Early  Christian  Schools  and  Teachers  (Drane)  ;  in  Bar- 
nard's Jr.,  XXIV,  337-370;  same  art.,  in  German  Teachers  and  Educators, 
1-40.      (2nd,  1878  Ed.) 

CoMPAYRE,  G.     History  of  Pedagogy. 

Drake,  Augusta  T.     Christian  Schools  and  Scholars,  I. 

DuRUY,  Victor.     History  of  the  Middle  Ages. 

Freundgen,  Jos.  Hrahanus  Mauriis  Padagogische  Schriflen  {Siiml.  Pad.  Schr., 
Vol.  V). 

;Maitlaxd,  Rev.  S.  R.     The  Dark  Ages. 

MuLLiXGER,  J.  B.     The  Schools  of  Charles  the  Great. 

SciiMiD,  K.  A.     Geschichte  der  Erziehung,  11,  Pt.  1. 

TowNSEND,  W.  J.     The  Great  Schoolmen  of  the  Middle  Ages. 

Tt'RNAi',  Dietrich.     Rabanus  Maurus,  der  Praeceptor  Germaniae. 

West,  A.  F.     Alcuin  and  the  Rise  of  the  Christian  Schools. 


EDUCATION  FROM    HIE   MSTIl    TO    Till:    TIIIRTEKXTH    CEyTURIES.  lO 

3  Works  having  particular  reference  to  monastic  life. 

Capes,  W.  W.     The  English  Church  in  the  Fourteenth  and  Fifteenth  dnturii.s. 

Church,  R.  W.     Saint  Anscltn. 

CtASQVET,  F.  a.     The  Old  English  Bible  and  Other  Essays. 

GiUBOX,  Edw.     Decline  and  Fall  of  the  Roman  Empire,  III. 

Jessopp,  a.     The  Coming  of  the  Friars,  ch.   iii ;   also  in  yineteenth  Century, 

XV,   100-122;    and  in   LittelVs  Living  Age,  XLV,   whole  No.    160,   fifth 

series,  pp.  387-400. 
KixGSLEY,  Chas.     The  Roman  and  the  Teuton. 

Putnam,  Geo.  H.     Books  and  their  Makers  during  the  Middle  Ages,  I. 
SCHEFFEL,  VlCTOU.     Ekkchard. 


)CHEFFEL,   viCTOK.     r.hicvnara.  t    V  '7 


-4 


XVI    STATE   OF  HIGHER    LEARNING  DURING  THE 
MIDDLE  AGES:    THE   SEVEN    LIBERAL  ARTS. 

(Baumeister,  I,  Pt.  1,  26-29;  Davidson,  237-247;  Laurie,  54-74;  Meiser;  Parker;  West,  1-27.) 

I  THE  SEVEN  LIBERAL  ARTS,  AND  PHILOSOPHY. 

1  An  inheritance  and  an  evolution. 

a  When  the  number  became  fixed. 

2  The  curriculum  of  the  Middle  Ages. 

a  The  Trivmrn:— Grammar,  Dialectic,  Rhetoric.      (Specht,  86-126.) 
b  The    Qnadrivium: — Geometry,    Arithmetic,    Astronomy,    ]\Iusic. 

(Specht,  127-149.) 
c  Philosophy :— Physical  Science,  Metaphysics  and  Ethics,  Theology. 

II  DEVELOPMENT  AMONG  THE  GREEKS. 

1  The  two  divisions  of  education  among  the  earh'  Greeks. 

2  Aristotle    [c.  325  B.   C]    distinguished  between  elementary  and  ad- 

vanced studies,  and  closely  approached  the  Seven  Liberal  Arts. 
(See  Syllabus,  p.  31.) 

3  Teles  [260  B.  C]  wrote  that  the  studies  were:— 

a  For  boys:— Letters,  Music,  Drawing, 
b  For  youths: — Arithmetic,  Geometry. 

4  Philo  Judoeus,  a  contemporary  of  Christ,  named: — 

a  The  Encyclic  Arts,  consisting  of:  —  Grammar,  Rhetoric,  Dialectic, 

Arithmetic,  Geometry,  Music, 
b  Pliilosophy,  consisting  of: — Physics,  Logic,  Ethics. 

5  Sextus  Empiricus,  a  Greek  teacher  at  Athens  and  Alexandria,  in  the 

latter  part  of  the  2d  century,  gave: — 
a  The  Arts:— Grammar,  Rhetoric,  Dialectic,  Aritlunetic,  Geometry, 

Music, 
b  The  Sciences  and  Philosophy:— Logic,  Physics,  Ethics. 

Ill  DEVELOPMENT  AMONG  THE  ROMANS.      (Parker.) 

1  Cato  the  Censor  [c.  160  B.  C]  outlined  the  Roman  curriculum  of  his 

time.      (Syllabus,  p.  38.) 

2  Varro  [c.  50  B.  C]  and  his  Nine  Liberal  Disciplines.      (Syllabus,  p. 

38.) 

3  Dionysius   Thrax,   in  his   Grammar    [c.   90   3-   C],   enumerated   the 

Liberal    Arts,    as:— Astronomy,    Geometry,    Music,    Philosophy, 
Medicine,  Grammar,  Rhetoric. 

70 


77  THE  SEVEN  LIBERAL  ARTS. 

4  Studies  of  Eoman  schools  during-  the  last  century,  B.  C.      (Syllabus, 

pp.  41-42.) 

5  Seneca  [65  A.  D.]  enumerated  the  following:  — 

a  Secondary  Instruction,  consisting  of  .Music,  Geometry,  Arithmetic. 

Astronomy. 
b  Philosophy,    consisting    of    I\Iora],    Natural,    Rational    (Dialectic 

and  Rhetoric.) 

6  The  studies  enumerated  by  Quintilian  [100  A.  D.].     (Syllabus,  p.  42.) 

IV  DEVELOPMENT  AMONG  THE  LATER  PAGANS  AND  EARLY 
CHRISTIANS.  WRITERS,  STUDIES,  AND  TEXT-BOOKS 
OF  THE  MIDDLE  AGES.  (Giinther,  on  Mathematics;  Meier, 
122-135;  Mulliuger,  I,  21-33;  Newman,  I,  105-115;  Rashdall,  I, 
32-37;  Regener,  35-40;  Reichling,  iii-xix;  Schaif,  IV,  604-615; 
Schiitze,  pt.  2;  Smith  and  Cheetham,  art.  Schools:  Taylor,  45-55; 
AVest,  4-27.) 

1  St.  Augustine  [425]  named  as  Disciplinarum  Libri: — Grammar,  Music, 

Dialectic,  Rhetoric,  Geometry,  Arithmetic,  Philosophy, 
a  His  position  as  the  instructor  of    the  Middle  Ages. 

2  Orosius  [fi.  c.  416]. 

a  His  Histories. 

3  Martianus  Capella    [c.  425]   first  mentioned  the  Seven  Liberal  Arts. 

a  These  probably  the  studies  of  the  better  Roman  schools  of  the  time, 
b  Medicine  and  Architecture  excluded. 

c  His    Dc    Xuptiis    Philologice    et    Mercurii.       (Parker,    437-461; 
Taylor,  49-55.) 

4  Bcethius  [c.  475-524]  first  used  the  term  Quadrivium,  and  clearly  dis- 

tinguished the  tAvo  groups  of  studies. 
a  His  importance  as  a  mediieval  authority, 
b  His  version  or  adaptations  of  Arithmetic,  Geometry,  the  Logic 

of  Aristotle,  and  Commentaries  on  Aristotle,  Cicero,  etc. 
c  These  the  standard  text-books  throughout  the  Middle  Ages. 
1)  "What  this  indicates. 

5  Cassiodorus  [468-568]. 

a  Gave  the  same  list  as  Capella,  and  fixed  the  number  at  seven  by 
Scriptural  authority. 

6  Isidore,  Bishop  of  Seville  [d.  636]. 

a  Same  list  as  Cassiodorus. 

b  His  Etymologies  a  thesaurus  for  centuries. 

1)  Nature  of  this  work, 
c  Isidore  closed  the  development  of  Christian  learning. 
d  Btethius,  Cassiodorus,  and  Isidore,  and  later,  Capella  and  Maurus, 
the  standard  authorities  up  to  1300. 


10 


78 


THE  ^EVUX   LIBERAL   AR'J\'i. 


■^^^— mT-rnrrii  ■in  ■■jmrnmin 


HICOST 


RMff TR 


mNIVM?PHILOSOPHI£ 


THE   MEDIEVAL    SYSTEM   OF   EDUCATION    SUMMARIZED. 

An  allegorical  representation  of  the  progress  and  degrees  of  education,  from  the  1508 
[Bale]  edition  of  the  Margarita  Pliilosophica  of  Gregory  de  Reich,  substantially  the  same 
as  in  the  earlier  editions.  The  youth,  having  mastered  the  Hornbook  and  the  rudiments  of 
learning,  advances  toward  the  temple  of  knowledge.  Wisdom  is  about  to  place  the  key  in 
the  lock  of  the  door  of  the  temple.  Across  the  door  is  written  the  word  coiigrutur, — all  agree. 
On  the  first  and  second  floors  of  the  temple  he  studies  the  Grammar  of  Donatus,  and  of 
Priscian,  and  at  tlie  first  stage  at  the  left  on  the  third  floor  he  studies  the  Logic  of  Aristotle, 
followed  by  the  Rhetoric  and  Poetry  of  Tully,  thus  completing  the  Tririuiu.  The  Arithmetic 
of  Boethius  also  appears  on  the  third  floor.  On  the  fourth  floor  of  the  temple  he  completes 
the  studies  of  the  Quadrivium,  taking  in  order  the  Music  of  Pythagoras,  Euclid's  Geometry, 
and  Ptolemy's  Astronomy.  The  student  now  advances  to  the  study  of  Philosophy,  studying 
successively  Physics,  Seneca's  Morals,  and  the  Theology  of  Peter  Lombard,  the  last  being  the 
goal  toward  which  all  has  been  directed. 


79  THE  SEYEy   LIBERAL  ARTS. 

7  Rabanus  Maurus  and  liis  Encyclopedia    [819].       ( Freundg.en ;  Miil- 

linger,  138-156 ;  Schiitze,  pt.  2 ;  Tiirnau ;  West,  156-161: ;  Syllabus, 
p.  71.) 

8  Dante  summed  up  the  ancient  and  median^al  educational  systems  under 

Trivium,  Quadrivium,  and  Philosophy. 

V  REFERENCES. 

Baumeister,  a.     Hundbiich  dcr  Erzichungs-  unci  Untcrrichtslclire,  I,  Pt.  1. 
Davidson,  Thos.     Aristotle  and  Ancient  Educational  Ideals,  239-247;   also  in 

Educ.  Rev.,  II,  467-473. 
GiJNTHER,  SiEGMUND.     Geschiclitc  des  mathcinatischen  Unterrichts  im  deutschen 

Mittelalters,  his  zum  Jahre  1525.     {Mon.  Germ.  Paed.,  Vol.  III.) 
Fkeundgen,  Jos.     Das  Hraianiis  Maurus'  Piidac/or/isclic  Schriften   (Sam'l.  Pad. 

Schr.,  Vol.  V). 
Laurie,  S.  S.     Rise  and  Constitution  of  the  Early  Universities. 
Meier,  P.  G.,  editor.     Ausgewahlte  Schriften  von  Columhan,  Alkuin,  Maurus, 

etc.      (Bibl.  Kath.  Pad.,  Vol.  III.) 
]VIeiser,  G.     Die  Siehen  Freie  Eiinste  im  Mittclalter. 

MuLLiNGER,  J.  B.     The  University  of  Gamlridge ;  I,  Earliest  Times  to  153-5. 
Newman,  John  Henry.     Historical  Sketches,  I. 
\  Parker,  H.     The  Seven  Liberal  Ai'ts;  in  the  English  Historical  Revicic,  Vol.  V, 

417-461. 
Rashdall,  H.     Universities  of  Europe  in  the  Middle  Ages,  I. 
Eegener,  Fr.     Sliizzen  zur  Geschichte  der  Ptidagogik. 
Reichling,    Dietrich.     Das    Doctrinale    des    Alexander    de    Villa-Dei.     {Mon. 

Germ.  Paed.,  Yol.  XII.) 
SCHAFF,  Philip.     History  of  the  Christian  Church,  IV. 
ScHL'TZE,  H.     Rabanus  Maurus'  Die  Siehen  Freie  Kiln ste  [81!)];  in  Auslese  atts 

den  Werkc  herilhmter  Lehrer  und  Padagogen  des  Mittelalters,  pt.  2. 
Smith,   Wm.   and    Cheetham,    S.     Dictionary    of    Christian    Antiquities;    art., 

Schools. 
Specht,  F.  a.     Geschichte  des  r'nterrichtsircien  in  DeutchJaitd. 
Taylor,  Henry  Osborn.     Classical  Heritage  of  the  Middle  Ages. 
TuRNAir,  Dietrick.     Rahanus  Maurus,  der  Praeceptor  Germuniae. 
West,  A.  F.     Alcuin,  and  the  Rise  of  Christian  Hdiools. 


t^^l:  »UV.  ^V^.  '^f-'37 


0     ' 


XVII    ARAB    LEARNING   [800—1300]. 

(Crichton,  ch.  xiii;  Davidson,  133-149;  Haneberg;  Hungerford;  Lewes,  II,  33-70;  Schmid,  II, 
Pt.  1,  570-611;  Sismoiuli,  I,  ch.  ii ;  Thatcher  and  Schwill,  357-360.) 

A    Intellectv.m.  Advances  of  the  Saracens. 

I  THE  MIGRATIONS  AND  CONQUESTS. 

1  Dates  of.      (Syllabus,  p.  56.) 

2  Greatest  extent  of  their  conquests.      (Freeman,  map  xvi.) 

3  Dhdsion  of  the  Empire  [755].     The  capitals. 

a  At  Cordova  in  Spain. 

1)   Ommiad  line  ruled  from  755-1038,  when  displaced  by  the 
Moors,  who  continued  until  displaced  by  the  Christians, 
b  At  Bagdad  on  the  Tigris. 

1)  Haroun-al-Raschid  became  Caliph  in  786.     After  his  death 
Caliphate  disintegrated.       *• 
c  In  9th  century  a  Caliphate  established  at  Cairo. 

4  Golden  Age  at  Bagdad  under  Caliph  al  Mamun  [813-833].      (Coppee, 

II,  bk.  ix,  ch.  i.) 

5  Golden  Age  in  Spain  between  750  and  1150. 

6  The  great  revival  of  arts,  science,  and  letters.      (Hungerford.) 

a  To  what  due. 

7  Almost  no  records  bearing  on  Arab  education  previous  to  the  time  of 

Mohammed. 

II  INTELLECTUAL  AND  SOCIAL  CONDITION.  (Ameer  Ali,  chs.  xxv, 
xxxi;  Burke,  I,  167-171,  205-208;  Coppee,  II,  bk.  ix,  ch.  ii,  434- 
436;  Draper,  I,  400-412,  II,  30-38,  40-44;  Duruy,  99-104; 
Koutledge,  55-56;  Sisiiiondi,  I,  ch.  ii ;  Townsend,  ch.  ix.) 

1  A  picture  of  Cordova  at  the  height  of  its  prosperity. 

2  Social  habits  of  the  people. 

3  Libraries  at  Cairo,  Cordova,  and  elsewhere. 

4  Nature  of  their  literature.      (Le  Bon,  ch.  ii.) 

5  Their  architecture;  the  Alhambra  a  type.     (Le  Bon,  ch.  viii.) 

6  Their  arts,  industries,  and  commerce.       (Coppee,   II,  bk.  x,  ch.  iv; 

Le  Bon,  chs.  vii,  ix.) 

Ill  WORK  IN  MATHEMATICS.      (Ameer  Ali,  chs.  xxv,  xxxi:  Ball,  140- 

156 ;  Burke,  I,  205-208,  284-288 ;  Cajori,  84-116 ;  Coppee,  II,  bk. 

X,  eh.  ii;  Draper,  II,  38-50;  JLacroix,  ch.  v;  Le  Bon,  chs.  i,  iii ; 

Routledge,  56-65.) 

80 


^^.,ijucj<^  w^-tto.  \<^^o^ :   ru^  '^'^X^  ^  ^^^~ 


81  ARAB    LEARXIXG. 

1  Algebra  obtained  from  India  [c.  800]  and  perfected. 

a  Arabic  numerals  derived  from  the  same  source. 

2  ]Mohammed-ibn-]\Iusa  [e.  830]  wrote  an  Arithmetic  and  an  Algebra. 

a  Gave  rMes  for  solving  quadratics  and  extracting  the  square  root, 
b  Early  European  books  based  on  this. 

3  Tabit-ibn-Korra  [839-901]   translated  Greek  nuithematical  works  and 

wrote  original  works  of  merit. 

4  Abul  Wefa  [940-998,  Bagdad]  introduced  trigonometric  functions  and 

constructed  tables  for  calculating  tangents  and  cotangents. 

5  Tbn  Jounis  [c.  1000,  Cairo]  introduced  used  of  sine. 

6  Geber  [c.  1175.  S^ain]  calculated  cosines. 

7  iVrab  mathematicians  determined  value  of   -  to  be  3,927:1,250. 

IV  WORK  IN  ASTRONOI\IY.  (Ameer  Ali,  chs.  xxv,  xxxi ;  Coppee,  II,  294r- 
295,  375-380;  Draper,  II,  38-50;  *Lacroix,  IV,  ch.  ii ;  Le  Bon, 
chs.  iii,  iv;  Routledge,  56-65.) 

1  A  degree  of  the  earth's  surface  measured  on  the  shores  of  the  Red  Sea 

[c.  830].     Result  56  1/3  miles. 

2  Obliquity  of  ecliptic  calculated  [830]. 

3  Length  of  year  determined   [880]. 

4  Rate  of  progression  of  equinoxes  corrected. 

5  Ptolemy's  astronomical  tables  corrected  at  Cairo  [1000]  by  Ibii  Jounis. 

6  Theory  that  planets  move  in  ellipses  set  forth. 

7  Observatory  tower  built  at  Seville  [1196].     "Tubes  with  glasses"  used 

for  observation   [c.  1250]. 

8  Geography  taught  from  globes  in  the  schools. 

V  WORK  IN  CHEMISTRY  AND  PHYSICS.  (Ameer  Ali.  chs.  xxv,  xxxi; 
Coppee,  II,  ])k.  x,  ch.  iii ;  Draper,  I,  400-112,  II,  38-50 ;  *Lacroix, 
II,  ch.  ii ;  ;];Lacroix,  ch.  viii ;  Le  Bon,  ch.  v ;  Routledge,  56-65. ) 

1  Geber  [c.  800]  discovered  nitric  acid  and  aqua  regia,  oxidized  mercury, 

and  prepared  caustic  alkali  from  plants. 

2  Rhazes  [c.  900]   discovered  sulphuric  acid  and  alcohol. 

3  Properties  of  gases  understood.     IMany  advances  made. 

4  Table  of  specific  gravities  calculated  [995]. 

5  Alhazen  [c.  1100,  Spain]  wrote  a  work  on  optics. 

a  Explained  refraction  and  reflection,  theory  of  vision,  and  use  of 

the  retina, 
b  Calculated  the  height  of  the  atmosphere  as  58  1/2  miles. 

6  The  pendulum  applied  to  clocks  and  time  calculated   [1259]. 


82  ARAB   LEARNING. 

VI  WORK  IN  I^IEDICINE  AND  SURGERY.  (Ameer  Ali,  clis.  xxv,  xxxi; 
Coppee,  II,  bk.  x,  ch.  iii ;  Draper,  I,  400-412,  II,  38-50 ;  *Lacroix, 
II,  ch.  iii,  IV,  ch.  i ;  JLacroix,  chs.  vi,  vii ;  Le  Bon,  ch.  vi ;  Rout- 
ledge,  56-65.) 

1  Study  began  with  Al  Mansur  [754-775,  Bagdad] , 

a  Rapid  advances  made. 

b  Jews  of  their  schools  long  famous  as  practitioners. 

2  Difficult  operations  performed  in  obstetrics  and  general  surgery. 

3  Properties  of  many  drugs  understood.      (*Lacroix,  II,  ch.  iv.) 

4  A  Pharmacopoeia  written. 

5  Hospitals. 

VII  THEIR  SCHOOLS.       (Ameer  Ali,  chs.  xxv,  xxxi;  Burke,   I,   284-288; 
Coppee,  II,  279-281,  433-437;  Draper,  II,  36-38.) 

1  Ali  [602-661],  the  third  successor  of  Mohammed,  a  patron  of  learning. 

Some  of  his  sayings  wliicli  have  survived: — 

"  A  man's  learning  is  more  valuable  than  his  gold." 
"  To  the  dominion  of  science  there  is  no  end." 
"  He  dies  not  who  gives  his  life  for  science." 
"  Eminence  in  science  is  the  highest  of  honors." 

2  Haroun-al-Raschid  enacted  [780,  Bagdad]   that  every  mosque  should 

have  a  school  attached  to  it. 

3  Academies  established  for  tuition  pupils. 

4  Higher  schools  established  in  the  leading  cities,  such  as  Bagdad,  Cairo 

[988],  Cordova,  Granada,  Toledo,  and  Seville, 
a  Teachers  mostly  Jews. 

b  Work  consisted  of  lectures  on  Literature,   Rhetoric,   Grammar, 
Composition,  Mathematics,  Astronomy,  and  general  Science, 
c  Medicine  taught  in  professional   schools. 
d  Arab  scholars  WTote  dictionaries,  lexicons,  and  encyclopedias. 

5  Education  of  women. 

B    CoKDiTiON  OF  Christian  Europe  at  the  Time. 

1  CHRISTIAN  CONDII'IONS  AND  KNOWLEDGE.      (Draper,  II,  27- 
28,  115-119;  Hallam,  II,  ch.  ix,  pt.  i;  Trench,  eh.  xxviii.) 
1  Intellectual  and  social  conditions  compared.      (Cutts,  54-92;  Hallam, 
ch.  ix,  pt.  1,  second  half;  Schaff,  IV,  eh.  xiii;  Syllabus,  p.  80.) 
a  Superstition  of  the  age,  the  people,  the  clergy,  and  the  monks. 
(Burr;   Fisher,   229-230;   Franck;   Gibbon,   III,  ch.   xxxvii, 
682-687;  fLacroix,  200-264;  Milman,  VI,  bk.  14,  chs.  i,  ii; 
Moeller,  II,  210-221,  331-337;  IMunro.) 


83  -  CHRISTIAN   EUROPE   AT    THE    TIME. 

1)  Worship  of  saints  and  relics.     Miracles. 

a)  Religion  a  crude  polytheism. 

b)  Great  development  of  the  sensuous  and  the  symbolic. 

2)  Trials  by  combat. 

a)   Private  warfare.     ''Truce  of  God"  established  [1041]. 

3)  Trials  by  ordeals.      (Henderson,  314-319;  Rowland,  7-22.) 

a)   Forbidden  by  the  Church  [1218]. 
b  Filth;  lack  of  sanitation  in  town  and  homes.      (See  5,  below.) 

2  Mathematics.      (Ball,  158-167;  fLacroix,  77-101;  i^Lacroix,  161-202.) 

a  Roman  numerals  used.      (Cajori,  117-124.) 
b  No  advance  until  influenced  by  Arab  learning. 

3  Astronomy  and  Geography.       (*Lacroix,  IV,  ch.  ii;   fLacroix,  265- 

295;  White,  I,  chs.  ii-iv.) 
a  Belief  as  to  the  shape  and  position  of  the  earth, 
b  Belief  as  to  the  purpose  of  the  earth  and  heavens. 

1)   Consequent  disbelief  in  unseen  stars. 
c  Eclipses,  meteors,  and  comets  terrifying  sights. 
1)   Comet  excommunicated  by  Pope  Calyxtus. 
d  The  Copernican  theory  condemned    [1616]    as  "absurd  in  phi- 
losophy" and  "expressly  contrary  to  Holy  Scripture." 
e  The  Encyclopedia  of  Bartholemew  Anglicus  [fl.  1230-1250]  rep- 
resentative  of   the   most   advanced   knowledge   of   the   best 
scholars  of  the  time.      (Steele.) 

4  Chemistry  and  Physics.     (*Lacroix,  II,  chs.  ii,  iv;  fLacroix,  105-133, 
f  174-199 ;  JLacroix,  ch.  viii ;  Traill,  II,  74-82,  370-375,  III,  325- 

333;  White,  I,  ch.  xii.) 
a  General  belief  in  magic  and  witchcraft.    Diabolic  action. 

1)   Pope  John  XXII  [1317]  issued  a  Bull  against  the  alchemists, 
b  Attitude  of  Christian  Europe  toA\"ard  inquiry  shown  in  the  treat- 
ment of  Roger  Bacon.     (Syllabus,  p.  94.) 
e  Physics  a  17th  century  science. 
d  Chemistry  a  19th  century  science. 

5  ]\[edicine  and  Surgery.       (*Lacroix,  II,  eh.  iii,  IV,  ch.  i;   fLacroix, 

134^173;  tLacroix,  203-291;  Morley,  VII,  26-27,  40-41;  Steele; 

Traill,  II,  82-86;  White,  II,  chs.  xiii-xv.) 
a  ]\Iiracle  cures  common, 
b  Disease  attributed  to  Satanic  influence. 

1)  Schedule  of  prayers  for  the  cure  of  various  diseases. 

2)  Efficacy  of  the  royal  touch.     Sacred  pools,  etc. 

c  The  sacred  theory  of  pestilence.      Sanitation.      (Traill.  Ill,  114- 

115,  133-137,  145-153,  239-242,  413-416.) 
d  Dissection  long  prohibited  as  sacrilegious. 


84  CHRISTIAN   EUROPE  AT   THE   TIME. 

1)  Discovery  of  the  circulation  of  the  blood  first  published  by 
Harvey  in  1628. 
e  Treatment  of  the  insane. 

1)   Casting  out  of  devils  by  ^vhipping•  and  torture.      (AVhite, 
II,  eh.  XV.) 
6  Characteristics  of  Christian  Education.      (Syllabus,  p.  73.) 

II  INFLUENCE  OF  ARAB  LEARNING  ON  EUROPE.  (*Ball,  ch.  x; 
fBall,  2-11;  Cajori,  121-128;  Coppee,  II,  370-371;  Draper,  II, 
chs.  ii,  iv;  Lacroix,  all  citations  to;  Steele;  Townsend,  ch.  ix.) 

1  European  monks  went  to  Spain  for  study,  and  brought  back  transla- 

tions of  Arab  books.      The  work  of  :  — 
a  Gerbert    [953-1003]    afterwards  Pope   Sylvester   II    [999-1003]. 
(Franck,   1-46.) 
1)   Accused  of  transactions  with  the  devil, 
b  Adelhard,  an  English  monk,  at  Cordova  [c.  1120]. 

1)  His  Arithmetic  and  Algebra  used  in  Europe  until  1533. 

2)  His  Euclid  in  general  use  in  the  Universities  by  1300. 
c  Abraham  ben  Ezra  [1097-1167]. 

d  Gerard   [1114-1187].      Translated  Ptolemy  and  Alhazen. 
e  Leonardo  of  Pisa  [1175-1230],  whose  Algebra  [1202]  practically 
introduced  the  Arabic  system  into  Europe. 

2  Frederic  II    [1194-1250]    employed  a  staff  of  Jewish  physicians  to 

translate  Arab  works. 

1)  His  great  work  for  learning. 

3  Medical  books  used  at  Montpellier,  and  how  obtained.      (Rashdall,  II, 

Pt.  1,  115-124,  Pt.  2,  780-785.) 


85  ARAB    LEARXiya    AXD 


C  Bibliography  for  Arab  Learning  and  the  Condition  op  Christian  Europe. 
I  REFEIJENX'ES. 

1  Secondary  Authorities  having  particular  reference  to  Arab  learning. 

Ameer,  All     .1  IShorf  History  of  ilie  Saracens. 

Burke,  Ulick  R.     A  History  of  Spain,  I. 

CopPEE,  Henry.     History  of  the  Conquest  of  Spain  hy  the  Arab  Bloors. 

Crichtox,  Andrew.     History  of  Arabia. 

Davidson,  Thos.     History  of  Education. 

Draper,  John  W.     Intellectnal  Development  of  Europe,  II. 

Haneberg,  D.     Abha)idlung  liber  das  Schtcl-  und  Lehrwesen  der  Muhamedaner 

im  Mittelalter. 
HuNGERFORD,   E.     The   Rise   of   Arab   Learning;    in  Atl.   Mo.,  LVIII,   539-555, 

817-829. 
LeBon,  Gvstave.     La  civilisation  des  Arabes. 
Lewes,  Geo.  H.     History  of  Philosophy,  II. 
RouTLEDGE,  R.     Popular  History  of  Science. 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  II,  Pt.  1. 
SisMONDi,  J.  C.  L.  S.  DE.     Literature  of  the  South  of  Europe,  I. 

2  Sources  and  Secondary  Authorities  describing  the  intellectual  condition  of  Chris- 

tian Europe. 
Burr,  Geo.  L.     The  Witch  Persecutions;  in   Trans,  and  Reps.  Eu.  Hist.,   Ill, 

Xo.  4. 
CuTTS,  Rev.  Edw.  L.     Scenes  and  Characters  of  the  Middle  Ages. 
Fisher,  Geo.  P.     History  of  the  Christian  Church. 
Gibbon,  Edw.     Decline  and  Fall  of  the  Roman  Empire,  III. 
Henderson,  E.  F.     Select  Historical  Documents  of  the  Middle  Ages. 
HOWLAND,  A.  C.     Ordeals,  Compurgation,  Excommunication,  and  Interdict;  in 

Trans,  and  Reps.  En.  Hist.,  IV,  No.  4. 
MiLMAN,  Henry  Hart.     History  of  Latin  Christianity.     Vol.  VI. 
Moeller,  Wilhelm.     History  of  the  Christian  Church  in  the  Middle  Ages. 
MuNRO,  D.  C.     Monastic  Tales  of  the  13th  Century;  in  Trans,  and  Reps.  Eu. 

Hist.,  II,  Xo.  4. 
Thatcher,  0.  J.  and  Schwill,  F.     Europe  in  the  Middle  Ages. 
Trench,  R.  C.     Mediceval  Church  History. 

3  Sources   and   Secondary   Authorities   having   paiticular   reference   to   the   state   of 

knowledge  in  Christian  Europe. 
Franck,  a.     Cerbert;  Etat  de  la  philosophic  ct  des  sciences  an  X*  siccle;  in 

Moralistes  et  philosophes. 
Hallam,  Henry.     Europe  in  the  Middle  Ages,  II. 
MoRLEY,  Henry.     English  Writers,  VII. 
Schaff,  Philip.     History  of  the  Christian  Church,  IV. 
Steele,  Robert,  transl.     Mcdieeval  Lore  {Anglicus). 
Traill,  H.  D.     Social  England,  II  and  III. 
White,  Andrew  D.     W<rrfare  of  Science,  I  and  II. 

4  Sources  and  Secondary  Authorities  having  particular  reference  to  the  induence  of 

Arab  learning  on  Christian   Kuro])e. 
*Ball,  \V.  W.  I!.     .s7/o(/  Ilistor;/  of  Mathental ies. 
tBALL,  \V.  W.  H.     History  of  Mutlicni'ities  at  Cambridge. 


t£:;,W;;t..^M,;^3-/^7, 


TEE    COXDITIOX    OF   CIIA'/ST/W    EL  ROPE.  86 

CajorI,  F.      .1    m^hnji  „f  MathrmiitifK.    /  ttO  ~  IfJ 

Draper,  John  W  .     lutrihriu,,!  l>crclopnunf  of  Eiin.'pr,  U. 
*LArRoix,  I'Ai  I..     Lc  moycn  ayr  ct  la  rcnuissuncr,  II  and  IV. 
tLAcuoix,  I'M  I..     Hciencc  and  Literature  in  the  Middle  Ayes. 
JLacroix,  Pa  I  I..     1/ccole  et  la  science  jusqii'a  la  renaissance. 

RAfsiiDALL,  H.     I  niversitics  of  Europe  in  the  Middle  Ayes,  II,  Pt.  2. 

TowNSEXD,  \V.  J.     The  Great  Schoolmen  of  the  Middle  Ayes. 

Steele,  Robert,  tiansl.     Mcdia-val  Lore   (Aiiglitiis) . 


XVIII     IMPORTANT   MOVEMENTS   OF  THE  TENTH 
TO  THE  THIRTEENTH    CENTURIES. 

(Hallam,  II,  ch.  ix;  Masson,  chs.  ii,  iii;  May,  I,  243-253.) 

I  FEUDALISM.  (Abcly,  cli.  vii:  Adams,  ch.  ix;  Allen,  ch.  ii;  Cheyney  ; 
Duruy,  ch.  xv;  *Emerton,  ch.  xv;  fEmerton,  ch.  xiv;  Green,  83- 
85 ;  Guizot,  I,  lect.  4,  III,  second  course,  lects.  1-5,  and  IV,  lects. 
6-11 ;  Jones,  ch.  v ;  *Lacroix,  I,  chs.  i,  iv.  III,  ch.  vii ;  f Laeroix, 
chs.  ii,  iii ;  [^Laeroix.  ch.  i ;  §Lacroix,  1-86 ;  ]McLaughlin,  71-99 ; 
Robertson,  I,  16-25;  Seebohm,  16-21.) 

1  Elements  contributing  to  the  development  of  Feudalism. 

2  Beginnings  of  the  feudal  regime.      (*Emerton,  ch.  xv.) 

3  Elements  in  the  feudal  state.      (Duiniy,  ch.  xv;  fEmerton,  ch.  xiv.) 

a  Reciprocal  relations  of  the  Lord  and  Vassal.      (fEmerton,  488- 

497.) 
b  Balancing  of  relations; — an  organized  anarchy, 
c  Condition  of  the  serfs. 

4  Ecclesiastical  feudalism. 

a  Great  increase  in  the  temporal  power  of  the  Church  during  the 

Middle  Ages. 
b  Centralization  of  authority  in  the  hands  of  ecclesiastics. 
,  c  The  Church  the  State. 

5  Good  results  of  the  system. 

a  The  sense  of  personal  honor. 

6  Causes  of  its  decline  and  fall.      (Seebohm,  16-21.) 

a  Popular  hatred  of  the  system. 

b  Mutual  jealousy  of  king  and  clergy. 

c  Rise  of  the  Common  Freeman.      (fEmerton,  509-519.) 

d  Passing  away  of  the  conditions  which  gave  rise  to  it. 

II  CHIVALRY:  EDUCATION  OF  THE  KNIGHT.  (Allen,  ch.  v;  Cutts. 
353-368;  Dumy,  230-232;  Francke,  63-72;  Guizot,  IV,  lect.  6; 
Jones,  ch.  iv;  *Lacroix,  I,  ch.  vi;  ijlLacroix,  ch.  v;  §Lacroix,  86- 
148;  Oman;  Robertson.  I,  75-79;  Stille.  ch.  xii;  Thatcher  and 
Schwill,  602-605.) 

1  An  outgrowth  of  Feudalism  and  of  the  influence  of  the  Church  upon 

the  barbarians.      (Gautier,  1-23.) 

2  The  T(Mi  Commandments  of  Chivalry.      (Gautier,  24-85.) 

87 


>--^^^       i^^^  „  ^  -  .  0         U  ^      •^       jf       ^a^&^^^^^ 


88  MOVEiMEKTS   OF    THE    TEXTH    TO    THIRTEEyTH    CEXTURIES. 

3  A  Lord's  court.      (Gautier.) 

4  Education  of  his  sons. 

a  Inadequacy  of  the  episcopal  and  monastic  schools. 
b  Formation  of  the  castle  school. 

5  The  new  subjects  and  plan  of  instruction.      (Cutts,  40G-422;  Dittes, 

106-108 ;  Wright,  130-140.) 
a  The  page. 

1)  His  training.      (Gautier,  ch.  v.) 
■  2)   Subjects  taught, 

b  The  squire. 

1)   His  training.      (Gautier,  ch.  vi.) 
c  The  knight. 
I  1)   The  ceremony.      (Gautier,  chs.  vii,  viii;  Traill,  II,  125-129.) 

i  2)   The  oaths. 

3)  His  duties.     (Cutts,  406-422;  Gautier.) 

6  Contrast  between  knightly  and  clerical  ideals  as  to:^ 

a  Purpose  of  instruction. 

b  Nature  and  method  of  instruction. 

c  Education  and  position  of  women. 

7  The  seven  Frommigkeiten  of  the  Middle  Ages. 

8  Good  results  of  Chivalry.    Its  decline  and  end. 

a  Value  in  developing  the  native  languages. 

9  Principles  of  knightly  education  introduced  into  the  study  of  law  in 
I  the  13th  century. 

a  Oath  of  the  Knight  of  Law.     (Forsyth,  222-227.) 

Ill  THE  CRUSADES.  (Adams,  ch.  xi ;  Allen,  ch.  iv;  Guizot,  I.  lect.  viii; 
JLacroix,  ch.  iv;  §Lacroix,  148-198;  Milman,  III,  bk.  7,  ch.  \\; 
Munro ;  Putzker,  map  16 ;  Robertson,  I,  25-34 ;  Stille,  ch.  xii ; 
Thatcher  and  Schwill,  361-430;  Trench,  lect.  x.) 

1  Causes  leading  to  the  Crusades.      (Keane,  ch.  iii.) 

2  Effects  of  the  Crusades  upon  Western  Europe,  Avith  reference  to:  — 

(Duriiy,  286-289;  Guizot,  I,  lect.  viii;  Thatcher  and  Schwill,  431- 
434.) 
a  Isolation.    Unification, 
b  National  feeling. 

c  Development  of  common  ideals  among  the  nations. 
d  Intercommunication. 

e  Reopening   of  commerce.      (Adams,   ch.    xii;    Duruy,     318-320; 
Stille,  ch.  XV;  Traill,  I,  386-388 ;  Zimmern,  30-47.) 
1 )   Its  humanizing  and  educative  effect. 


89  MOVEMEyrS   of   the   TEXTH    to    THIRTEE'STE    CEyTURIES. 

f  Introduction  of  new  knowledge, 
g  New  interests  and  new  desires. 

1)   Change  of  attitude  of  hiimanit}'  toward  the  old  problems. 

IV  RISE  OF  THE  FREE  CITIES.  (Adams,  eh.  xii ;  Allen,  241-250 ;  Ashley, 
I,  eh.  ii;  Durny,  ch.  xxii ;  fEmerton,  eh.  xv;  Francke,  100-107; 
Guizot,  I,  lect.  vii ;  Henderson,  417-422 ;  Hibbert ;  Jones,  chs.  viii, 
ix ;  Robertson,  I,  34-75  ;  Smith,  Introd. ;  Stille,  397^08  ;  Thatcher 
and  Schwill,  ch.  xvi,  and  562-567,  612-614;  Traill,  I,  360-366, 
466-467,  II,  109-n].) 

1  Origin  of  medieval  communes  and  cities. 

a  The  municipal  movement  of  the  11th  and  12th  centuries. 

1)  Causes  for. 

2)  Effect  in:—    (fEmerton,  ch.  xv.) 

a)  Enfranchising  the  serfs. 

b)  Evolving  the  artisan. 

c)  Evolving  the  merchant,  and  more  stable  economic  con- 

ditions. 

3)  The  mediaeval  merchant.       (Cutts,  487-517;  Duruy,  318- 

326:  Green,' Mrs.,  II,  ch.  viii;  Hallam,  II,  ch.  ix,  pt.  2; 
*Lacroix,  III,  eh.  iv;  fLacroix,  ch.  vii.) 
a)   The  Florentine  merchant.      (*Scaife,  ch.  vii;   fScaife, 
298-300.) 

2  Extension  of  rights  and  privileges  by  royal  charters.    (Cheyney,  7-11.) 

3  Organization  of  guilds, 

a  Nature  of  these  guilds.      (Cheyney,  12-35;  fLacroix,  ch.  viii.) 
b  Part  taken  by  them  in  securing:— (Ashley,  I,  ch.  ii;  Cheyney,  12- 
35;  Jones,  ch.  ix;  Smith;  Zimmern,  11-20.) 

1)  Justice.     Security,    Free  speech. 

2)  Self  government  and  political  rights. 

e  Extension  to  other  Jfields- church  guilds,  social  guilds,  etc. 

4  The  mediaeval  town.      (Ashley,  I,  ch.  ii ;  Cheyney,  2-11;  Cutts,  529- 

546;  Zimmern,  82-125.) 

5  Burgh  schools  established  by  the  more  important  cities.     (Dittes,  109- 

114;  Edgar,  ch.  x;  Grant,  25^4;  Kammel,  56;  Lorenz,  52-69, 
101-107;  Mackintosh,  I,  ch.  xii;  Nohle,  18-26;  Russell,  11-16; 
Schiller,  60-64;  Schmid,  II,  Pt.  1,  309-332;  Specht.) 
a  By  whom  taught, 
b  Language  used, 
c  Nature  of  instruction. 
1)   Subjects  taught. 


90  MOVEMEXTS   OF   THE   TEyTH    TO    THIRTEENTH    CENTURIES. 

2)   The  first  school-house  [Berne,  1481]. 
d  Struggle   betAveen    Church   and   State   for  the   control   of   these 
schools. 

V  REFERENCES. 

1  Sources. 

Cheyney,  Edw.  p.     Documents  Illustrative  of  Feudalism;  in  Trans,  and  Reps. 

Souj-ces  of  Eu.  Hist.,  IV,  No.  3. 
Cheyney,  Edw.  P.     Euf/lish  Toicns  and  Guilds;  in  Trans,  and  Reps.  Sources  of 

Ell.  Hist.,  II,  No.  1. 
Gross,  Chas.     The  Gild  Merchant,  II. 
Jones,  Gxjernsey.     Civilization  in  the  Middle  Ages. 
MuxBO,  D.  C.     ZWhan  and  the  Crusades;  in  Trans,  and  Reps.  Sources  of  Eu. 

Smith,  TouTmin.     Knghsh  Gilds.  ' 

2  Secondary  Authorities  of  first  importance,  containing  chapters  on  one  or  more  of 

the  important  movements. 

Abdy,  J.  T.     Lectures  on  Feudalism. 

Adams,  Geo.  B.     Civilization  during  the  Middle  Ages. 

CuTTS,.  Rev.  Edw.  L.     Scenes  and  Characters  of  the  Middle  Ages. 

DuRUY,  Victor.     History  of  the  Middle  Ages. 

GuizoT,  F.     History  of  Civilization. 
*Emertox,  E.     Introduction  to  the  Study  of  the  Middle  Ages. 
fEMERTON,  E.     Mediceval  Europe. 

Gautier,  Leon.     Chivalry. 

Hallam,  Henry.     The  Middle  Ages,  II. 
*Lacroix,  Paxjl.     La  moyen  age  et  la  renaissance. 

fLACROix,  Pavl.     Manners,  Customs,  and  Dress  during  the  Middle  Ages. 
tLACROix,  Paul.     Military  and  Religious  Life  in  the  Middle  Ages. 
§Lacroix,  Paul.     Le  chcvalerie  et  Ics  croisadcs. 

Thatcher,  O.  J.  and  Schwill,  F.     Europe  in  the  Bliddle  Ages. 

Wright,  Thos.     The  Homes  of  Other  Days. 

3  Secondary  Authorities  having  particular  reference  to  the  rise  of  the  cities  and 

the  evolution  of  the  middle  and  lower  classes  of  society. 
Ashley,  W.  J.     English  Economic  History,  I. 
Gross,  Chas.     The  Gild  Merchant,  I. 

Green,  Mrs.  J.  R.     Town  Life  in  the  Fifteenth  Century,  II. 
Henderson,  E.  F.     History  of  Germany  in  the  Middle  Ages. 
HiBBERT,  F.  A.     Influence  and  Development  of  English  Gilds. 
*ScAiFE,  W.  B.     Florentine  Life  During  the  Renaissance. 
tSCAiFE,  VV.  B.     Commerce  and  Industry  of  Florence  during  the  Renaissance;  in 

Rep.  Am.  Hist.  Assoc,  1891,  pp.  298-300. 
Smith,  Toulmin.     English  Gilds,  Introduction. 
Still£,  Chas.  J.     Studies  in  Mediceval  History. 
Zimmern,  Helen.     The  Ilansa  Toicns. 

4  Secondary  Authorities  containing  short  chapters  or  sections  on  the  beginnings  of 

Burgh  Schools. 
Dittes,  Fr.     Gcschichte  der  Erziehung  und  des  JJnterrichtes. 
Edgar,  John.     History  of  Early  Scottish  Education. 


FEUDALISM;    C'lUVALRY;    CRUSADES;   FREE   CITIES.  91 

Grant,  Jas.     History  of  the  Burgh  and  Parish  Schools  of  Scotland. 
Kammel,    H.    J.     Geschichte   dcs    Deutschcn    Schulucscns   im    Ubergunyc    vom 

Mittelaltcr  zur  Ncuzeit. 
LoRENZ,  S.     Volkscrziehung  und  Volksunicrricht  im  spiitereii  Mittelaltcr. 
Mackintosh.  Joiix.     Histuri/  of  Cirilisotion  in  Scotland,  I. 
NoHLE,  Dr.  E.     History  of  the  German  School  System;  in  Ecp.  U.  S.  Com.  Educ, 

1897-1898,  I,  pp.  18-26. 
Russell,  James  E.     German  Higher  Schools. 
Schiller,  Hermanx.     Lehrbuch  der  Geschichte  der  PUdagogik. 
SCHMID,  K.  A.     Geschichte  der  Erziehung,  II,  pt.  1. 
Speciit,  F.  a.     Geschichte  des  Unterricliisicesen  in  Dcutschland  von  den  Ultestcn 

Zeiten  bis  zur  Miftcl  dcs  13  Jahrhundert. 
5  Secondary  Authorities  of  minor  importance,  or  which  contain  only  a  short  section 

or  a  general  chapter. 
Allen,  J.  H.     Christian  History,  Second  Period. 
Forsyth,  Wm.     Hortensius  the  Advocate. 

Fr.\ncke,  Kuxo.     History  of  German  Literature.     [Social  Forces.] 
Keane,  Johx.     The  Evolution  of  Geography. 
May,  Sir  Thos.  E.     Democracy  in  Europe,  I. 
McLaughlix,  E.  T.     Studies  in  Mcdiceval  Life  and  Literature. 
Milman,  Hexry  Hart.     History  of  Latin  Christianity. 
Robertson,  Wm.     History  of  Charles  V,  I. 
Seebohm,  F.     Era  of  the  Protestant  Jie  format  ion. 
Traill,  H.  D.     Social  England,  I  and  II. 
Trench,  R.  C.     Lectures  on  Mediaeval  Church  History. 

hi.  ^   U{,     /3Z  -  /3^ 


%u2'^^>i>Jlc-c^  ; 


XIX     SCHOLASTICISM. 

(Allen,  eh.  viii ;  Davidson,  151-158;  Fisher,  208-218;  Haureaii;  Kurtz,  II,  77;  *Lacroix,  II. 
ch.  i;  tLacroix,  111-lCO;  Lowndes,  18-43;  Milman,  III,  bk.  8,  ch.  v;  Moeller,  422-435; 
Morlev,  III,  316-324:  Regener,  51-58;  Schmid,  II,  Ft.  1,  258-308;  Seebohm,  11-16;  Seth.) 

I  SOME  EARLY  SCHOLASTICS.  (Barnard's  Jr.,  XXIV,  368-374; 
Drane,  I,  ch.  xii ;  Emerton,  446-464 ;  Erdmann,  I,  287-355 ; 
Fischer,  55-66;  Lewes,  II,  ch.  i;  fMnllinger,  49-64;  Poole,  98- 
108;  Trench,  lect.  xiv;  Ueberweg,  §89-§94.) 

1  John  Scotns  Erigena,  master  of  the  Palace  School  under  Charles  the 

Bald  [e.  845-855].     (Guizot,  III,  lect.  xxix;  *Mullinger.  172-192: 

Townsend,  ch.  iii.) 
a  Connecting  link  between  Alcuin  and  Scholasticism. 
b  Started  questions  which  alarmed  the  Church,      (Erdmann,  I,  292- 
301;  *Mullinger,  171-192;  Poole,  53-78  5  Townsend,  ch.  iii.) 

2  St.  Anselm    [1033-1109]    the  founder  of  Scholasticism  in  the  West. 

(Erdmann,  I,  303-314;  Maurice,  92-111;  Moeller,  370-373;  Town- 
send,  ch.  V.) 

3  Abelard   [1079-1142,  Paris]    declared  for  free  inquiry.      (Compayre, 

74-75 ;  Emerton,  453-455 :  Erdmann,  I,  317-326 ;  Maurice,  116- 
142;  McCabe;  Moeller,  374-376;  Poole,  ch.  v;  Rashdall,  I,  37-72-. 
Thatcher  and  Schwill,  591-597;  Townsend,  ch.  vi.) 

a  He  is  silenced  by  the  Church. 

b  The  three  requests  of  his  scholars. 

4  Peter  Lombard's  Sentences  [c.  1160]  an  attempt  at  a  scientific  system. 

(Maurice,  150-156;  Milman,  III,  bk.  8,  ch.  v;  ToAvnsend,  ch.  \aii.) 

II  CAUSES  OF  THE  RISE  OF  SCHOLASTIC  THEOLOGY.  (Drane,  I. 
ch.  xii ;  Hallam,  II,  ch.  ix,  pt.  2 ;  Nichol,  II,  33-51 ;  Rashdall,  I, 
37-72;  Stille,  ch.  xiii ;  Thatcher  and  Schwill,  581-602;  Trench, 
lect.  xiv.) 

1  The  11th  and  12th  centuries  a  turning  point, 
a  Curiosity  for  secular  knowledge, 
b  Disquietude  in  all  fields  of  thought. 

1)   Heresies  began  to  disturb  orthodoxy, 
e  Desire  for  a  philosophy  which  should  explain  the  mysteries  of 
Christianity. 

92 


93  SCHOLASTICISM. 

2  Absence  of  :  — 

a  A  classical  literature. 

b  An  independent  system  of  ethics. 

c  A  natural  pliilosopliy. 

3  Poverty  of  tbe  literature  of  the  early  Middle  Ages.    Text-books  in  use. 

(See  Syllabus,  pp.  77,  79.) 

4  Lack  of  commerce  or  Intercourse  with  the  world. 

5  Necessity  of  putting  forth  the  new  energy  in  some  direction  which  the 

Church  would  approve. 

III  SCHOLASTICISM     EARLY     RECOGNIZED     ITS     LIMITATIONS. 

(Emerton,  446-464;  Hallam,  II,  ch.  ix,  pt.  2;  Poole,  ch.  v;  Rash- 
dall,  I,  37-72.) 

1  Abelard's  experiences. 

2  The  methods  of  the  Scholastics  feared  more  than  their  teachings. 

3  The  Church  finally  adopted  it  as  an  ally. 

IV  THE   GREAT  ERA   OF  SCHOLASTICISM.      (Erdmann,  I,  356-446; 

Fischer,  67-79 ;  Lowndes,  18-43 ;  Maurice,  ch.  v ;  Milman,  VI,  bk. 
14,  ch.  iii ;  Morley,  III,  316-324 ;  Trench,  lect.  xviii ;  Ueberweg,  I, 
§98-§104.) 

1  Revolution  in  Scholastic  Philosophy  about  1200  A.  D.,  due  to  the  in- 

troduction into  Europe  of: — (Townsend,  ch.  ix.) 
a  Aristotle's  Metaphysics,  Physics,  Psychology,  and  Ethics, 
b  "Writings  of  Arabian  and  Jewish  philosophers. 
1)   The  new  master  science. 

2  Founding  of  the  Dominicans   [Black  Friars]   in  1216.      (Drane,  II, 

ch.  ii;  Emerton,  462-464.) 
a  Their  objects  preaching  and  public  instruction, 
b  Schools  established  in  connection  with  the  new  Universities. 

3  The  three  great  Schoolmen.     (Erdmann,  I,  393-474;  Lewes,  II,  ch.  iii.) 

a  Albert  the  Great.  [German;  Dominican;  1193-1280.]  (Town- 
send,  ch.  X.) 

b  Thomas  Aquinas.  [Italian;  Dominican;  1225?-1274.]  (Town- 
send,  chs.  xiii,  xiv.) 

c  Bonaventura.  [Italian;  Franciscan;  1221-1274.]  (Townsend, 
eh.  xii.) 

4  Scholasticism  in  its  decline.      (Erdmann,  I,  485-518.) 

a  Duns  Scotus.  [  Englishman ;  Franciscan ;  1265  ?-1308  ?  ] .  ( Town- 
send,  ch.  XV.) 

b  William  of  Ockham.  [Englishman;  Franciscan;  c.  1270-1347.] 
(Townsend,  ch.  xvi.) 


94:  SCHOLASTICISM. 

y  ROGER  BACON  [1214-1294].  (Ball,  163-165;  Erdmann,  I,  476-485; 
Green,  138-141;  Lewes,  II,  77-87;  Maurice,  233-239;  Milman, 
VI,  bk.  14,  ch.  iii;  fMiillinger,  154-159;  Nieliol,  II,  52-57;  Rout- 
ledge,  66-70.) 

1  Character  of  the  man  and  his  learning. 

2  His  teachings  and  writings. 

3  Attitude  of  the  Church  toward  scientific  investigation  as  shown  by  his 

imprisonment  for  magic  [1278-1292?]. 

VI  THE  AVORK  OF  SCHOLASTICISM.      (Emerton,  460^64;  Stille,  ch. 
xiii;  Townsend,  chs.  xviii-xx;  Trench,  lect.  xviii.) 

1  Organization. 

2  Reconciliation. 

3  Accommodation  of  the  old  theology  to  the  new  philosophy. 

4  Types  of  questions  debated.      (Froude,  123-125.) 

5  The  downfall  of  Scholasticism. 

VII  THE  SERVICE  OF  SCHOLASTICISM.    (fMuUinger,  I,  49-64;  Stille.) 

1  In  awakening  the  minds  of  men. 

2  In  preparing  the  way  for  the  Universities. 

VIII  REFERENCES. 

1  Secondary  Authorities  wliicli  deal  at  length  with  Scholasticism. 

Erdmann,  J.  E.     A  History  of  Philosophy,  I. 
Haur^au,  B.     Histoire  de  la  philosophi  scholastique.     2  Vols. 
Maurice,  J.  F.     Mediceval  Philosophy  from  the  Fifth  to  the  Fourteenth  Cen- 
turies. 
SCHMID,  K.  A.     Geschichte  der  Erziehuiig,  II,  Pt.  I. 
Townsend,  W.  J.     The  Great  Schoolmen  of  the  Middle  Ages. 

2  Important  Secondary  Authorities. 

Davidson,  Thos.     History  of  Education. 

Emerton,  E.     Mediceval  Europe. 

Fischer,  Kltno.     Descartes  and  his  School. 

Lewes,  Geo.  H.     The  History  of  Philosophy,  II. 

McCabe,  Joseph.     Peter  Abelard. 

Milman,  Henry  Hart.     History  of  Latin  Christianity,  III,  VI. 
*MuLLiNGER,  J.  B.     Schools  of  Charles  the  Great. 

tMuLLiNGEK,  J.  B.     History  of  the  University  of  Cambridge;  I,  from  the  Earliest 
Times  to  1535. 

KiCHOL,  John.     Francis  Bacon;  his  Life  and  Philosophy,  II. 

Pooi.E,  R.  L.     Illustrations  of  the  History  of  Media;val  Thought. 

Rashdall,  H.     rnirersities  of  Europe  in  the  Middle  Ages,  I. 

Setii,  a.     Article  Scholasticism;  in  Encyclopedia  Britannica. 

Thatcher,  O.  J.  and  Schwii.l,  F.     Europe  in  the  Middle  Ages. 

Trench,  R.  C.     Mediaeval  Church  History. 
3  Secondary  Authorities  which  contain  short  general  chapters. 

Allen,  J.  II.     Clnistian  History;  Second  Period. 


SCHOLASTICISM.  95 

Drank,  A.  T.     Cluistian  Schools  iniil  Scholars,  I,  II. 

Fisher,  Geo.  P.     History  of  the  ChrislUin  Church. 

GuizoT,  F.     The  History  of  Civilization,  HI. 
*Lacroix,  Paul.     Le  moyen  age  et  la  renaissance,  II. 
fLACROix,  Paul.     L'^cole  et  la  science  jusqu'a  la  renaissance. 

Lowndes,  R.     Ren4  Descartes;  his  Life  and  Meditations. 

MoELLER,  WiLHELM.     History  of  the  Christian  Church  in  the  Middle  Ages. 

]MoRLEY,  Henry.     English  Waiters,  III. 

Stillk,  Ciias.  J.     Studies  in  Mediccval  History. 

Ueberweg,  Fr.     History  of  Philosophy,  1. 
4  ^^■orks  of  minor  importance,  or  which  refer  to  a  single  point  in  the  Syllabus. 

Ball,  W.  W.  R.     Short  History  of  Mathematics. 

Barnard,  Henry.     William  of  Champeaux,  Anselm,  and  Abelard    (Drane)  ;   in 
Barnard's  Jr.,  XXIV,  pp.  368-374. 

Froude,  J.  A.     Life  and  Letters  of  Erasmus. 

Green,  John  R.     Shorter  History  of  the  English  People. 

Hallam,  Henry.     The  Middle  Ages. 

Kurtz,  J.  H.     Church  History,  II. 

JNIoRLEY,  Henry.     English  Writers,  III. 

Regener,  Fr.     Skizzen  zur  Gesehichte  der  Pudagogik. 

RouTLEDGE,  R.     History  of  Science. 

Seebohm,  F.     Era  of  the  Protestant  Revolution. 


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XX     THE    RISE   OF   THE   UNIVERSITIES. 

(Barnard's  Jr.,  XX,  737-765;  Davidson,  106-174;  Denifle;  Dittes,  104-106;  DiJlHnger,  1-40; 
Emerton,  405-476;  Hamlyn,  1-38;  "Laeroix,  I,  ch.  vii ;  JLacroix,  1-40;  Noble,  11-20; 
Stille,  376-384;   Tout,  ch.  xviii;   also  Encyclopedia   Britaniiica,  article  U)iwcrsi1ics.) 

I  CAUSES  CONTRIBUTING  TO  THE  RISE  OF  THE  UNIVERSITIES. 

(Compayre,  24-^5;  Emerton,  465-471;  Laurie,  91-10.5.) 

1  Work  of  the  Church  in  making  a  commonwealth  of  Europe. 

2  The-  growth  of  commerce  and  the  increase  of  wealth. 

3  Increase  in  the  quantity  of  knowledge. 

4  The  Scholastic  movement.      (Syllabus,  p.  92.) 

5  The    organization    of    municipalities,    securing    and    developing    civil 

freedom. 

6  The  general  movement  toward  associations. 

7  The  growing  desire  for  broader  education,   free   from   the   influence 

of  the  Church. 

II  EVOLUTION  OF  THE  FIRST  UNIVERSITIES.  (Barnard's  Jr.,  IX, 
49-56  ;  Compayre,  46-69  ;  Denifle,  I,  1-29  ;  Dittes,  104-106  ;  Emer- 
ton, 465-471 ;  Hamlyn,  1-38 ;  Kaufmann,  I,  344-409 ;  Laurie,  91- 
105,  171-191;  fMullinger,  I,  35-72;  tMuUinger,  ch.  1;  Rashdall, 
I,  4-19,  II,  Pt.  1,  1-7;  Schmid,  II,  Pt.  1,  339-425.) 

1  Long   local    evolution    usually    preceded    the    university    constitution. 

(See  table  of  dates  of  foundation.) 
a  Work  of  Abelard  at  Paris.     (Compayre,  3-24;  Newman,  I,  192- 

202;  Rashdall,  I,  25-68.) 
b  Work  of  Constantine  at  Salerno.     (Laurie,   106-123;   Rashdall, 

I,  75-86.) 
c  Development  began  with  specialization. 

1 )   Salerno ;  Bologna ;  Paris, 
d  Evolution  of  the  studium  puhlica  or  studiuni  gencrale  out  of  the 
cathedral  or  monastery  schools.     (Barnard's  eir.,  IX,  45-56.) 

2  The  technical  date  of  foundation. 

a  How    founded.     When     f(mnded.     By     whom     chartered.     (See 
table. ) 

1)  Foundation   charter   of   University   of   Heidelberg    |1385]. 

(Henderson,  262-267.) 

2)  Foundation   Bull   of  the    University   of  Ingolstadt    [1459]. 

(♦Barnard,  Ap.   I,  pp.   157-158.) 
98 


99 


THE    RISE    OF    THE    VyiYERSITIES. 


3)   Emperor's    charter    to    the    University    of    Halle    [1693]. 
(*Barnard,  Ap.  XI,  pp.  192-197.) 
b  By  -whom  protected. 

c  Some  universities  grew  without  foundation  or  charter, 
d  No  uniform  plan  for  foundation  until  the  fifteenth  century, 
3  The  university  mothers :— Bologna,   Paris,    Oxford,   Salamanca,   and 
Prague. 

Ill  SALERNO.      (Laurie,  106-123;  Rashdall,  I,  75-86.) 
1  Constantine  of  Carthage  lectured  there   [c.  1080], 
a  Students  from  many  countries  of  Europe. 
b  Licenses  to  practice  medicine  granted  in  1137. 


1i^hit'l^HQ\SCr^S  PATRiC  QIORIA  ^^GKTA  svt;yp  ^ 

VEMTaoBlTAS^QVEM  CANA  FIDESPIETASQ  DECOJIVK-         ,  <  ,.r  .  ^ 
^,FgCERAl>HOCPQSlTVM'MARMORCCQRPVSHARE'PW-  ■^^  -' V^jl 


^  CtVRTiVS  Gfl,ATyS;>;.  A] 
■vflLlVS  FIERI -^       !  <:^<'^'' 


BAS-RELIEF    AT    THE    UNIVERSITY    OF    PAY  I A 


'^^  '^^■^V   "-f 


Representing  a  Professor  lecturing  [1495].       (From  Lacroix,  L'ccole  et  la  science  jusqu'a 

la  renaissance,  p.  69.) 


IV  BOLOGNA  [1158?].  (Barnard's  Jr..  XX,  183-204,  XXII,  275-308; 
Compayre,  56-57;  Denifle,  I,  40-64,  132-218,  745-762;  Hamlyn, 
38-48;  Kaufmann,  I,  167-183;  Kirkpatrick,  113-137;  Laurie, 
124-140,  fMullinger,  I,  73-74.) 

1  Early  schools  of  law. 

2  Irnerius,  Professor  of  Civil  Law  [1070-1138].      (Rashdall,  I,  89-127.) 

3  Canon  Law  added  in  1150.      (Rashdall,  I,  128-143.) 

4  Number  of  students  by  1200. 

5  Schools  of  Art  and  ]\Tedicine  established   in   1316,   and   Theology   in 

1360.      (Rashdall,  I,  233-253.) 


100 


TEE    RISE    OF    TEE    UNIVERSITIES. 


6  The  place  of  Boloj^na  in  the  history  of  culture.      (Rashdall,  I,  25-4- 
268.) 

V  PARIS  [bef.  1200].  (Barnard's  Jr.,  XXII,  309-322,  XXIV,  745-776; 
Budinszky;  Compayre,  287-306;  Denifle,  40-132,  745-762;  Des- 
maze ;  Douarche ;  Drane,  II,  ch.  i ;  Fournier ;  Hamlyn,  48-60 ; 
*Jourdain;  Kaufmann,  I,  246-261;  *Lacroix,  I,  ch.  vii ;  fLacroix, 
1-60;  Laurie,  141-171;  Luchaire;  f^lnllinger,  I,  74-80;  Peries; 
Thurot.) 

1  An  outgrowth  of  the  cathedral  school.      (Rashdall.  I,  271-296.) 

a  Early  teachers:— William  of  Champeaux,  and  Abelard. 
b  A  studium.  generate  by  1140. 

2  Gradual  emergence  into  a  recognized  legal  corps. 

3  Legal  battle  for  rights  and  privileges    [1210-1249].       (Rashdall,   I, 

300-321.) 

4  The  struggle  leading  to  internal  organization.      (Rashdall,  I,  322-334, 

393-425.) 


A   LECTURE   OX    CIVIL   LAW    BY   GUILLAUME    BEXEDIGTI. 

(After  a  16th  Century  wood  engraving,  now  in  the  National  Library,  Paris,  Cabinet  of 

Designs. ) 

5  The  place  of  the  University  of  Paris  in  European  history.    (Rashdall, 
I,  518-558.) 
a  Its  political  influence  and  importance. 


101  THE    RISE    OF    THE    UNIVERSITIES. 

b  Its  influence  in  theology. 

c  Its  defence  of  the  secuhir  clergy  against  the  Mendicants.      (Rash- 

dall,  I,  345-390.) 
d  Its  position  in  the  history  of  education. 
6  Popularity  of  the  University  in  the  Middle  Ages. 

VI  OXFORD  AND  CAI\IBRIDGE.  (Barnard's  Jr.,  XXII.  324-32G, 
XXVII,  817-944 ;  Boase ;  Brodrick ;  Compayre,  57-59  ;  Couch ; 
Denifle,  I,  237-250 ;  Furnival,  xxvi-xli ;  Gladstone ;  *Green,  ch. 
iii,  sec.  4;  f Green;  Hamlyn,  60-92;  Hulton;  Jebb;  Kaufmann, 

I,  308-322;  Lang,  chs.  ii,  iii;  Laurie,  236-254;  Little;  Lyte; 
fMullinger,  I,  131-146;  Rashdall,  II,  Pt.  2,  519-577;  Schmid,  III, 
Pt.  1,  256-328;  Stedman,  1-26;  Traill,  I,  332-343,  429-440,  II, 
61-74,  231-239,  504-507;  *Wordsworth;  f Wordsworth.) 

1  Origin  and  early  development  of  Oxford.      (*Burrows,  ch.  ii ;  Drane, 

II,  eh.  iv;  t Green;  Lyte;  Newman,  I,  315-335;  Parker.) 
a  The  King  Alfred  myth. 

2  Constitutional  development  of  Oxford.      (Lyte;  Rashdall,  II,  Pt.  2, 

361-387.) 

3  The  place  of  Oxford  in  mediaeval  thought.      (Drane,  II,  ch.  xi ;  Lyte; 

Rashdall,  II,  Pt.  2,  518-542;  Stedman,  1-26.) 

4  The  colleges  at  Oxford.       (Clark,  A.;  Lyte;  NcAvman,   I,   213-239; 

Rashdall,  II,  Pt.  2,  465-517.) 

5  The  University  of  Cambridge.      (Ball,  ch.  xi ;  Barnard's  Jr.,  XXVIII, 

369-448;  *Clark,  J.  W.;  fClark,  J.  W.,  I,  i-xci;  *Cooper;  Denifle, 
I,  867-875;  Dyer,  I;  Jessopp,  ch.  vi;  Mayor;  fMullinger,  I,  II; 
tMullinger;  Rashdall,  II,  Pt.  2,  543-577.) 

a  Founded  by  a  migration  from  Oxford  [1209]. 

b  Its  early  history  and  development. 

1)  The  mediawal  period. 

2)  The  transition  period,  1535-1570. 

3)  The  Elizabethan  Statutes  of  1570. 

4)  From  1570  to  1858. 

c  The  colleges  at  Cambridge.      (f Cooper.) 

6  Value  of  the  two  Universities  to  England  and  English  life. 

VII  SALAMANCA  [bef.  1230].  (Barnard's  Jr.,  XXII,  322-326,  XXIII, 
642,  XXIV,  777-782,  XXVII.  159;  Compayre,  59-61;  Denifle,  I, 
478-494;  Rashdall,  II,  Pt.  1,  69-83.) 

1  Foundation  and  organization. 

2  Position  in  the  history  of  Spanisli  universities. 


102 


THE    RISE    OF    THE    Ul^IVEBSITIES. 


VIII  PRAGUE  [1347-81.  (*Barnard,  11-21,  32-37,  and  appendix;  Barnard's 
Jr.,  A^,  9-66 ;  Denifle,  I,  582-603 ;  Fick ;  Hamlyn,  92-130 ;  Kam- 
mel,  97-120 ;  Kanfmaim,  II,  1-45 ;  Laurie,  255-267 ;  *PaTilsen,  I, 
25-36,  74-146;  fPaulsen;  Rashdall,  II,  Pt.  1,  211-232;  Rep.  U.  S. 
Com.  Educ,  1891-1892,  I,  247-368.) 

1  Prague  the  starting  point  of  the  German  university  system. 

2  Influence  of  the  University  of  Paris  in  its  organization. 

3  Students  and  instruction. 

4  Secessions  and  migrations,  resulting  in  the  founding  of  other  German 

universities. 

5  The  Protestant  Reformation  and  the  German  Universities.     (*Paulsen, 

I,  209-268.) 

IX  INTERNAL    ORGANIZATION    OF    THE    EARLY    UNIVERSITIES. 
(Dyer,  I;  Rashdall,  I,  393-425,  II,  Pt.  2,  388-417.) 
1  Privileges  of  the  early  universities.      (Conipayre,  73-95;  Laurie,  199- 
203.) 
a  Extent  to  which  these  contributed  to  their  prosperity, 
b  University  Court, 
c  Exemptions. 


HEINE ICrS   DE   ALLEMAGNI   READING   ETHICS   TO   HIS    STUDENTS. 

(From  the  manuscript,  8cpiem  libri  cthices  fratris  Heinrici  de  AUemania  sacra  theologie 
professoris  [1.310J.  The  orifjinal  of  this  picture  is  in  the  Kgl.  Kupferstichkal)inet,  Berlin. 
After  Fick,  Auf  DcuIni'IiIhikIs  IihIkh   Scliulcn,  p.  7.) 


103  THE    RISE    OF    THE    UNIVERSITIES. 

2  The  Nations  and  Faculties.       (Compayre,  96-113;  Laurie,  202-213; 

Schmid,  II,  Pt.  1,  496-548.) 
a  Nations  in  the  University  of  Paris, 
b  Nations  in  other  Universities, 
c  The  four  traditional  Faculties. 

3  Government  of  the  Universities.      (Compayre,  114-138.) 

a  Democratic  character  of. 

b  The  Chancellor,  Rector,  and  other  officers. 

4  Graduation  and  degrees.      ( Compayre,  139-163  ;  Laurie,  214-255,  274- 

286;  Rashdall,  I,  21-22,  206-232.) 
a  Origin  of  graduation  and  degrees. 

b  The  three  degrees  and  their  signiticance  in  the  different  uni- 
versities. 

1)  The  Bachelor. 

2)  The  Licentiate. 

3)  The  Master,  or  Doctor, 
c  Promotions  and  graduations. 

X  FACULTIES;  STUDIES;  METHODS  OF  INSTRUCTION.      (Ball,  ch. 
viii,  for  mathematics  at  Cambridge;  Faculties  in  German  Univer- 
sities,   *Barnard,    21-29 ;    Furnivall,    pp.    xxvi-xli ;     Germain, 
\  for  jNIedicine  at  Montpellier;  Giinther,  for  Mathematics;  Kauf- 

mann,  see  contents;  i^Lacroix,  chs.  i-v;  Laurie,  268-274;  Lyte, 
195-237;  Studies  at  Guyenne  [1583],  Massebieau;  tIMullinger,  I, 
345-366,  II,  402-404,  414-429 ;  IMedicine,  Arts,  and  Theology  at 
Bologna,  Rashdall,  I,  233-253 ;  Faculties  and  Studies  at  Paris, 
Rashdall,  I,  426-477;  Faculties  and  Studies  at  Oxford,  Rashdall, 
II,  Pt.  2,  440^64 ;  Schmid,  II,  Pt.  1,  425-495 ;  Steele,  for  Science ; 
Thurot,  for  instruction  at  Paris;  f Wordsworth,  for  18th  Century 
English. ) 

1  The  Faculty  of  Theology.      (Compayre,  199-213.) 

a  Position  among  the  faculties. 
b  The  faculty  at  Paris  a  model, 
c  Books  and  methods  of  instruction. 

2  The  Faculty  of  Arts.      (Compayre,  167-198.) 

a  List  of  lectures  in  Prague  [1366]  ;  Erfurt  [1449]  ;  Ingolstadt 
[1472];  and  Vienna  [1389].  (*Barnard,  Ap.  II,  pp.  159- 
160.) 

b  The  instruction  given. 

c  Books  used. 

d  Degrees  granted. 

3  The  Faculty  of  Civil  and  Canon  Law.      (Barnard's  Jr.,  XXII,  327- 

330;  Compayre,  214-239;  Hallam,  II,  598-602;  Peries;  Savigny.) 


104 


THE    RISE    OF    THE    UNIVERSITIES. 


a  Popularity  of  the  study  of  Law  in  the  Middle  Ages. 
b  Nature  and  method  of  instruction, 
c  Dignity  of  the  profession.      (Forsyth,  222-227.) 
■1  The  Faculty  of  Medicine.      (Compayre,  240-259;  Germain;  Steele.) 
a  Attitude  of  the  Middle  Ages  toward  the  study  of  ]Medicine. 
b  Books  used  and  methods  of  instruction. 

c  Amount  of  medical  knowledge  possessed  by  the  professors.      (Syl- 
labus, p.  83.) 

5  Libraries  and  teaching  equipment.      (Azarias,  105-108;  *Burrows,  ch. 

v;  fBurrows,  ch.  iv;  fClark,  J.  W.,  Ill,  387^71;  JClark,  J.  W.. 

22-48;   §Clark,   J.   W. ;    Compayre;   Fletcher,   ch.   ii;   Rashdall ; 

Traill,  II,  238-239.) 
a  Early  libraries, 
b  After  the  invention  of  printing. 

6  Value  of  a  mediaeval  education.      (fMullinger,  I,  345-366,  II,  401- 

404,  41-1-429;  Rashdall.) 


LIBRARY   OF    THE   UNIVERSITY    OF    LEYDEN. 

(After  an  engraving  by  J.  C.  Woudanus,  dated   1(510.     From  Clarke's   The  Care  of  Books. 

The  MacTiiilla'n  Co.,  X.  Y.     Reproduced  by  permission  of  the  publishers.) 


105  THE    RISE    OF    THE    UNIVERSITIES. 

XI  TEACHERS.  STUDENT  LIFE.  (Azarias,  49-102;  Ball,  249-254; 
*Barnard,  29-32,  37-52;  Compayre,  263-186;  Germain;  Kaiif- 
mann.  see  contents ;  Lagrange ;  Lang,  ch.  ii ;  Laurie,  195-199  ;  Lyte, 
eh.  viii:  fMullinger,  I,  328-345,  II,  372-401;  Munro;  at  Paris, 
Peries;  Rashdall,  I,  210-221,  II,  Pt.  2,  581-712;  Schmid,  II,  Pt. 
1,  496-548.) 

1  Relations  betAveen  students  and  teachers. 

2  Dependence  of  teachers  upon  student  fees. 

3  Previous  education  of  a  university  student. 

4  University  discipline. 

5  Number  of  students. 

6  Initiations  of  new  students:  students'  guilds.      (Sheldon,  ch.  1,  sects. 

1-3.) 

7  Students'  dress;  standard  of  living;  amusements. 

8  Turbulence  and  licentiousness  of  university  life. 

XII  INFLUENCE  OF  THE  EARLY  UNIVERSITIES.  (Compayre,  287- 
304 ;  Laurie,  236-293 ;  Rashdall,  I,  254-270,  for  Bologna ;  I,  515- 
558,  for  Paris;  II,  Pt.  2,  518-542,  for  Oxford.) 

1  The  Universities  as  a  public  force. 

a  Effects  of  their  privileges. 

2  Intervention  in  church  and  state  affairs. 

a  Examples  of  political  interference  on  the  part  of  the  University 
of  Paris.      (Compayre,  290-293;  Rashdall,  I,  518-521.) 

3  National  character  and  bold  independence. 

a  Stood  for  freedom  in  an  age  of  oppression. 

4  Effect  of  the  interchange  of  students. 

5  Only  slowly  reached  the  masses. 

a  Busy  preparing  leaders. 

XIII  REFERENCES. 

For  numerous  additional  references  on  tlie  universities  of  Belgium,  France, 
Germany,  Great  Britain,  Holland,  Italy,  Sweden,  etc.,  see  pp.  14;3-l(j8  of  the 
Columbia  University  Catalogue  of  liools  on  Eclucaiiov.  Also  see  the  bil)li(igraphies 
given  in  the  university  histories,  especially  in  Kashdall. 

1  General  Histories  of  the  Universities. 

Barivakd,    Henky.      Roman    Uaw    in    the    Universities    of    the    JNIiddlc    Ages 

(Savigny);   in  Barnard's  Jr.,  XXII,  273-  330.     . 
CoMPAYR]^,  G.      Abelard,  and  the  Origin  and  Early  Hislory  of  the  Universities. 
Dexifle,  H.     Die  UniversitUten  des  Mittelalters,  I. 
Encyclopedia  Britannica.     Article  Universities   (Mullinger). 
Hamlyx,  V.  W.  C.     Universities  of  Europe  at  the  Period  of  the  Reformation. 
Laurie,  S.  S.     Rise  and  Constitution  of  the  Early  Universities. 
Rashdall,  H.     Universities  of  Europe  in  the  Middle  Ages.     2  Vols.,  Vol.  11  in 
two  parts'. 


13 


106  THE    lilSE    OF    THE    UNIVERSITIES. 

Savigxy,  F.  C.     Roman  Law  in  the  Universities  of  the  Middle  Ages;  translated 

in  Barnard's  Jr.,  XXII,  273-330. 
ScHMiD,  K.  A.     Geschichte  der  Erzieliung,  li,  Pt.  1. 

2  Secondary  Authorities   containing  a  general   article  on  the  early  history  of  the 

Universities. 
Barnard,  Henry.     Original  Significance  of  the  Term  University;  in  Barnard's 

Jr.,  IX,  49-56. 
Barnard,    Henry.     The    German    Universities     (Eaumer)  ;    in    Barnard's   Jr., 

VI,  9-66. 
Davidson,  Thos.      History  of  Education. 
DoLLiNGER,  J.  I.  VON.      Addresses  on  Historical  and  Literary  Subjects.      Same 

art.  in  Barnard's  Jr.,  XX,  737-765. 
Drane,  a.  T.     Christian  Schools  and  Scholars,  II. 
Jebb,  R.  C.     The  Work  of  the  Universities  for  the  Nation. 
Kammel,   H.   J.       Geschichte   des  deutschen   Schulicesens  im   Uebergange   vom 

Mittelalter  zur  Neuzeit. 
*Lacroix,  Paul.      Le  moyen  age  et  la  renaissance,  I. 
tLACROix,  Paxil.     L'ecole  et  la  science  jusqu'a  la  renaissance. 
tLACROix,  Paul.     Science  and  Literature  in  the  Middle  Ages. 
Tout,  T.  F.     The  Empire  and  the  Papacy,  918-1273. 
Traill,  H.  D.     Social  England,  I  and  II. 

3  Sources  and  Secondary  Authorities  relating  to  instruction,  libraries,  and  student 

life  in  the  early  universities. 
AzARiAS,  Brother.    Essays  Educational. 
^Burrows,   Montague.      Collectanea,   Second   Series.      (Oxf.    Hist.    Soe.   Pubs., 

Vol.  XVI.) 
fBuRROWS,    Montague.      Collectanea,    Third    Series.       {Oxf.    Hist.    Soc.    Pubs., 

Vol.  XXXII.) 
tCLARK,  J.  W.     Libraries  in  the  Mediceval  and  Renaissance  Periods. 
§  Clark,  J.  W.     The  Care  of  Books. 

Fletcher,  C.  R.  L.     Collectanea,  First  Se7-ies.      (Oxf.  Hist.  Soc.  Pubs.,  Vol.  V.) 
Germain,    A.        Les    etudiants    de    l'ecole    de    medecine    de    Montpellier     au 

XVI *^   si&cle;  in  Revue  Historique,  III,  31-70. 
GtJNTHER,  Siegmund.     Geschichte  des  mathematischcn  Unterrischts  in  deutschen 

Mittelalter,  bis  zum  Jahre  1525.      [Man.  Germ.  Paed.,  Vol.  III.) 
Henderson,  E.  F.     Select  Historical  Documents  of  the  Middle  Ages. 
Lagrange,  F.      Les  ecoles  au  moycn  age. 

MuNRO,  D.  C.      The  Mediceval  Student;  in  Trans,  and  Reps.  Eu.  Hist.,  II. 
Sheldon,  Henry.     Student  Life  and  Customs. 
Steele,  Robt.     Mediceval  Lore. 

4  Works  containing  short  general  articles. 

Dittes,  Fr.     Geschichte  der  Erziehung  und  des  Unterrichtes. 

Emerton,  E.      Mcdiaval  Europe. 

Green,  J.  R.     Shorter  History  of  the  English  People. 

Newman,  John  Henry.     Historical  Sketches,  I. 

NoHLE,  Dr.  E.     History  of  the  German  School  System;   in  Rep.  Com.  Educ, 

1897-8,  I,  3-82. 
Stilli^:,  Chas.  J.     Studies  in  Mediceval  History. 

5  Articles  on  the  early  history  of  Italian  and  Spanish  Universities. 

Barnard,  Henry.     Alfonso  X.  and  the  Code  of  1256    (Tickner)  ;  in  Barnard's 

Jr.,  XXIII,  642.     Same  art.,  XXVII,  159. 
Barnard,  Henry.     History  of  Superior  Instruction  in  Spain;  in  Barnard's  Jr., 

XXIV,  777-782. 


^^^^gk^.W^.H-I^W.  '^^-^^^ 


THE    IU8E    OF    THE    VXIVERSITIES.  107 

Barnard,    Henry.       Historical    Devolupment    of    the    Italian    Universities;    in 

Bfiniard's  Jr.,  XX,  183-204. 
KiRKPATRicK,,  J.     The  Ocfoccnteuanj  Festival  of  the  University  of  Bologna. 
6  Sources  and  Secondary  Authorities  relating  to  the  history  of  the  University  of 

Paris. 

Barnard,  Henry.     Tlie  University  of  Paris   (Drane)  ;  in  Barnard's  Jr.,  XVIV. 
715-776. 

BuDiNSZKY,  Alex.     Die   VniversilUt  Paris  und  die  Fremdcn  an  derselben  im 

Mittelalter. 
Desmaze,  Chas.  a.      L'universitd  de  Pari.s,  1200-1815. 
Denifle,   H.    and   Ciiatelain,   A.     Chartularium    Universitatis   Parisiensis      4 

Vols. 

DouARciiE,  Aristide.     L'univcrsitd  de  Paris  ct  les  Jdsuites,  16'   et  IT  siecies. 
FouRNiER,    Marcel.       Lcs    statutes    et    privileges    des    universities    frangaises 

depuis  letir  fondation  jusqu'a  1789. 
*JorRDAiN,    Chas.     Histoirc    de    Vuniversite    de    Paris    aux    JVII'    et   XVIII 

siecle. 
tJouRDAiN,   Chas.     Index   Chronologicus   Chartarum    Universitatis   Parisiensis. 
LucHAiRE,    Achille.       Uiiniversite    de    Paris    sous    Philippe    Auguste     (1180- 

1223). 
Peries,  l'Abbe  G.      Let,  FaculVe  de  droit  dans  Vancienne  university  de  Paris. 
Thurot,  Chas.      De  Vorganisation  de  Venseignement  dans  Vuniversite  de  Paris 

an  moyen  age. 

7  Sources  and  Secondary  Authorities  relating  to  the  early  history  of  a  few  other 

French  Universities. 
Beijn,    Feed.      Histoire    de    Vancienne  universile    de    Provence,    (Aix)    depuis 

fondation    (lJtOO-lJ,09)    jusqu'en  1793. 
Bourmont,  Amede.     La  fondation  de  Vuniversite  de  Caen  et  son  organisation  au 

XV'  siecle. 
Marchand,  J.     L'universite  d'Avignon  aux  XVII'    et  XVIII'  siecies. 
MuTEAU,  Chas.     Les  icoles  et  colleges  en  province  jusqu'en  1789. 
Marchand,  J.     La  faculti  des  arts  de  Vuniversite  d'Avignon. 
Massebieau,  Louis.      Schola  Aquitani-ca;  Programme  d'^tudes  du   college  de 

Guycnne  au  XVI'  siecle. 
Montpellier.      Cartulaire  de  Vuniversite  de  Alonfpellier;  Vol.  I,  1181-1J,00. 

8  Sources  and  Secondary  Authorities   relating  to  the  history  of  the  University  of 

Oxford. 
Barnard,  Henry.    The  University  of  Oxford;  in  Barnard's  Jr.,  XXVII,  817-944. 
BoASE,  Chas.  Wm.     Oxford. 

Brodrick,  Geo.  G.      Ilistory  of  the  University  of  Oxford. 
Clark,  Andrew.     The  Colleges  at  Oxford. 
Couch,  L.  M.  Q.      Reminiscences  of  Oxford   {1559-1850). 
FuRNiVAL,  F.  J.      The  Bahees  Book. 

Gladstone,  Wm.  E.      The  Romanes  Lecture,  1892;  An  Academic  Sketch. 
Green,  J.  R.     Shorter  History  of  the  English  People. 
fGREEN,  J.  R.      Oxford  Studies.       (Oxf.  Hist.  Soc.  Pubs.,  XLI.) 
HULTON,  Sam'l  F.     Rixac  Oxonienses. 

Lang,  Andrew.      Oxford;  Brief  Historical  and  Descriptive  Notes. 
Little,  A.  G.      The  Grey  Friars  at  Oxford    (1224-1536).       {Pubs.  Oxf.  Hist 

Soc,  Vol.  XX.) 
Lyte,  H.  C.  M.      History  of  the  University  of  Oxford 


108  THE    lU.SE    OF    THE    rM\Eh\SrnES. 

Oxford  University.      College  Histories  Series.      21  Vols.,  by  various  authors. 

(Robinson,  London,  1898-1902.) 
Oxford  Historical  Society.      Publications.     41  Vols.,  1884-1890.      (See  list.) 
Parker,  Jas.      Early  History  of  Oxford,   727-1100.       (Oxf.   Hist.   Soc.   Pubs., 

Vol.  III.) 
Stedman,  a.  M.  M.      Oxford:  Its  Life  and  Schools. 
9  Sources  and  Secondary  Authorities  relating  to  the  history  of  the  University  of 
Cambridge. 
Ball,  W.  W.  R.     History  of  Mathematics  at  Cambridge. 
Barnard,  Henry.      The  University  of  Cambridge;   in  Barnard's  Jr.,  XXVIII, 

369-448. 
Cambridge  University.      College  Histories  Series.      18  Vols.,  by  various  au- 
thors.      (Robinson,   London,    1898-1902.) 
*Clark,  J.  W.      Cambridge :  Brief  Historical  and  Descriptive  Notes. 
tCLARK,   J.   W.      Architectural  History   of   Cambridge,    I,   III. 
*Cooper,  Chas.  Henry.      Annals  of  Cambridge    (695-lSJi9) .      4  Vols. 
tCooPER,  Chas.  Henry^.      Memorials  of  Cambridge,  3  Vols. 
Dyer,  Geo.      Privileges  of  the  University  of  Cambridge,  I. 
Jessopp,  a.      The  Coming  of  the  Friars.     Ch.  vi. 
May'OR,  J.  E.  B.      Cambridge  in  the  17th  Century. 
fMuLLiNGER,  J.  B.      1,   The   University  of  Cambridge  from   the  Earliest   Times 
to   the  Royal  Injutictions   of  loSo.       II,    The   University   of   Cambridge 
from  the  Royal  Injinictions  of  1533  to  the  Accession  of  Charles  the  First. 
JMuLLiNGER,  J.  B.     History  of  the  University  of  Cambridge. 

*Words\vorth,  C.      Social  Life  at  the  English  Universities  in  the  IStli  Century. 
fWoRbswoRTH,  C.      Scholce  Academical:  Studies  at   the  English   Universities  in 
the  18th  Century. 

10  Histories  of  the  Irish  and  Scottish  Universities. 

Bulloch,  John  M.      A  History  of  the  University  of  Aberdeen,  U'iOo-189.5. 
Grant,  Sir  Alexander.      The  Story  of  the  University  of  Edinburgh.      2  Vols. 
Mackintosh,  John.     History  of  Civilisation  in  Scotland,  4  Vols. 
Stubbs,  John  W.      History  of  the  Universiti/  of  Dublin. 

11  Sources  and  Secondary  Authorities  relating  to  the  history  of  tlie  (iernian  Uni- 

versities. 
*Baknard,   Henry.       Editor.       R(tuiner's   (Icnnan    Universities. 
Barnard,    Henry.       History    of    tlie    University    of    Tiibingen    (1477-1848);    in 

Barnard's  Jr.,  IX,  57-111. 
Bruchmuller,    \V.       Beitriigc    zur    (leschichir    dcr    Univcrsiliifen    Lcijizig    und 

Wittenberg. 
Fischer,    Kuno.        Festrede    zur    Fiinfhuudcrl  jahvigcn     J  uhclfder     Univcrsitiit 

Heidelberg. 
FiCK,  Dr.  R.      Auf  Deutschlands  hohcn   Schulcn. 

Kacfmanx,    (Jkohg.       Die    (lesehichte    der    dcutschen    Universiliitcn.       2    Vols. 
Koch,  J.  F.  \V.      Di<'  Preussichen  Universitiilrn.      2  Vols.;  \'(il.  11  in  two  parts. 
*P.\vlsen,  1'r.      (lesehichte  des  gelehrten  Unfevrichts,   J.       (2n(l  Ed.  I 
fPATLSEN,   Fr.      The  (Jermun  Universities.       (Also  in   Rep.    I  .   S.   Cohi.   Edne., 

1891-1892,  I,  247-308.) 
Ral'.mer,  Karl  von.      Geschichic  iter  J'iidagogil:,  IV.       ( Trauslalcil  in  J'>:inuud.) 
ScHWAUZ,  J.  ('.  E.      Das  ersie  Jahrzchnd  der  Univcrsitiit  Jena. 
TilOMSiEN,  Dr.  R.      (lesehichte  der  UniversiiUt  Basel,  lo,i.i-l()->2. 
Thorbeckk.    Atg.       Die   iilteste   Zeit   der   Universitat   Heidelberg    { l.iSd-l  'I'/O) . 
Zarncki:.  I''i:.      Diedi  ulsrlun   Univrrsifiiten  im   Mittdalter. 


XXI     THE    REVIVAL  OF  LEARNING. 

(Davidson,  175-180;  Fischer,  80-120;  tHallam,  11,  ch.  ix,  pt.  ii,  sec.  4;  Liscorab;  Moeller, 
523-552;  Putnam,  1,  317-347;  Russell,  18-26;  Williams,  23-45;  also  Encyclopedia 
Britannica,  article  Benaissancc.) 

A     In  Italy. 

(Morley,  VII,  1-20;  Regener,  62-66;  Schiller,  68-73;  Schmid,  II,  Pt.  2,  5-40;  *Seebohm, 
68-75;  *Symonds,  ch.  vi;  fSymonds;  *Thatcher  and  Schwill,  616-633;  fThatcher  and 
Schwill,  ch.  xvii;   Trench,  lect.  xxvi.) 

I  THE  PERIOD  OF  PREPARATION.  (Adams,  364-373;  Allen,  ch.  xi; 
Burcklmrdt,  I,  181-196,  247-251 ;  Draper,  II,  190-193 ;  Field,  chs. 
i,  ii ;  May,  I,  ch.  vi ;  *Mullinger,  379-407 ;  Owen,  13-95 ;  *Paulsen' 

I,  7-13 ;  Robertson,  I,  1-15 ;  Schaff,  7-12 ;  *Seebohm,  8-20 ;  Stille, 
ch.  xvi;  *Symonds,  ch.  i;  fSymonds,  51-70.) 

1  Events  which  served  to  prepare  Europe  for  a  revival  of  learning. 

a  New  interests  and  new  standards  of  judgment. 

2  Italy  the  first  to  inaugurate  the  new  movement.     Why. 

a  Deviation  of  a  national  genius  into  antiquarian  channels. 

II  BEGINNINGS  OF  THE  MOVEMENT.  (Allen,  ch.  xi;  *Barnard,  22- 
39;  Barnard's  Jr.,  VII,  413-432;  Baumeister,  I,  Pt.  1,  41-45; 
Burckhardt,  I,  261-295;  Draper,  II,  190-198;  Field,  ch.  iii,  and 
68-85;  *Hallam^  I,  ch.  ii,  see  contents;  fHallam,  II,  ch.  ix,  pt.  ii ; 
Painter,  120-125 ;  Scaife,  ch,  v;  fSymonds,  chs.  ii,  iii.) 

1  Dante  [1265-1321] .    (Adams,  374 ;  Allen,  ch.  x ;  Owen,  96-107 ;  Schaff, 

13-21.) 
a  His  position. 

2  Petrarch  [1304-1374].      (Adams,  375-378;  Drane,  II,  ch.  v;  fHallam, 

II,  630-634 ;  f  Jebb,  1-lG ;  *Mullinger,  I,  379-391 ;  Owen,  107-127  ; 
Robinson-Rolf e ;   Schaff,   22-26;    fSymonds,   70-87.) 

a  Brought  to  light  the  monastic  treasures. 
b  First  to  appreciate  Greek, 

c  Pointed  out  the  value  of  the  classics  as  a  means  of  higher  self- 
culture. 

3  Boccaccio   [1313-1375].      (Owen,  128-146;   Scaife,   111-113;  Schaff, 

27-30;  fSymonds,  87-98.) 
a  Equalled  Petrarch  in  love  for  the  classics, 
b  Had  the  first  translation  made  from  Greek  to  Latin. 

109 


110  THE    REVIYAL    OF    LEARXIXG. 

4  Emmanuel  Chrysoloras,  of  Constantinople,  invited  by  Florence  to  th(3 

first  Chair  of  Greek  Letters  in  the  West  [1396].      (*Mullinger, 
I,  391-396;  Schaff,  50-54;   fSymonds,  108-113.) 
a  Great  impetus  given  to  the  study  of  Greek. 

5  Ravages  of  the  Turks  about  Constantinople  drove  many  Greek  scholars 

to  the  West,  and  Avith  the  fall  of  Constantinople   [1453]    many 
went  to  Italy. 

6  AVork  of  other  scholars.      AVork  of  Florence.      (Drane.  II.  ch.  viii; 

*j\Iullinger,  I,  400^03;  Scaife,  ch.  v;  Schaff.  44-54;  *Seebohm, 
68-75;  fSymonds,  ch.  iv.) 

III  PATRONS  OF  THE  NEW  LEARNING.      (*Barnard.  42-64:  Barnard's 

Jr.,  VII,  435-460;  Burckhardt,  I,  303-322;  Drane,  II,  ch.  viii; 
Field,  ch.  iii,  and  68-85;  Scaife,  ch.  v.) 

1  Cosimo  de  Medici  [1389-1464].      (Schaff,  33-35;  fSymonds,  ch.  iv.) 

a  His  work  in  collecting  and  copying  manuscripts. 

2  Pope  Nicholas  V  [Pope,  1447-1455].*    (Schaff,  36-43;  fSymonds,  222- 

230.) 
a  Founded  the  Vatican  library  and  made  Rome  the  literaiy  center 
of  Christendom.      (Schaff,  39-43.) 

IV  ITALIAN   HUMANISTIC   EDUCATORS   OF    THE    14th   CENTURY. 

(*Barnard,  39-64:  Baumeister,  I,  Pt.  1,  45-48;  *Paulsen,  I,  49- 
74;  Schiller,  68-73.) 

1  Vittorino  de  Feltre   [1379-1446].       (Burckhardt.  I,  298-300:   fJebb, 

16-21 ;  Rosier,  101-125;  fSymonds,  289-298;  Thurber:  Woodward, 

1-92.) 
a  Birth  and  education, 
b  Padua  at  the  time. 
c  His  conception  of  the  ideal  of  education. 
d  Tutor  to  the  sons  of  the  Prince  of  Gonzages. 

1)  What  the  boj^s  were  taught. 

2)  His  method  of  instruction. 

2  Petrus  Paulus  Vergerius  [1349-         ?].      (Rosier,  73-101 ;  AVoodward, 

93-118.) 
a  His  treatise,  De  Ingenius  Moribus  [1392]. 

1)  Concerning  character  and.  its  discipline. 

2)  Concerning  liberal  studios  and  the  manner  of  study. 

3)  Concerning  bodily  exercises  and  the  art  of  war. 

4)  Concerning  recreation. 

b  One  of  the  first  educators  to  approach  the  subject  along  the  new 
lines,  urging  and  defending  subjects  previously  neglected  or 
forbidden. 


11] 


THE    liEVIYAL    OF    LEAIiMyO. 


(Burckhardt,  I,  300-302;  *Mullinger, 
Rosier,  131-150;  fSymonds,  298-301; 


Battista  Guarino  [1434-1460]. 
I,  396-398;  Palgrave,  818 
AA'oodward,  159-178.) 
a  Letter  on  the  Order  and  Method  of  Teacliing  and  Studying  the 

Classical  Authors  [1459]. 
b  First  to  uphold  and  defend  the  claim  that  a  knowledge  of  Greek 
and  Latin  is  a  requisite  in  an  educated  gentleman. 
I)   Analysis  of  his  letter.      HVoodward.  161-178. 


A    SCHOOL. 

(Reproduction  of  a  page  now  in  the  South  Kensington  Museum,  London.  Tlie  page 
is  from  a  copy  of  either  the  Epigrammuta  of  Joh.  Bap.  Cantalycius,  printed  in  Venice  in 
1493,  or  from  the  De  titrnctura  Conipositionis  of  Ferreltus,  printed  at  Forli  in  1495.) 

The  master  and  his  pupils  are  shown  as  seated  and  as  using  ordinary  books.  The 
monitor  in  the  foreground  on  the  left  seems  to  be  catechising  the  younger  boy  who  faces  him 
und  is  holding  a  horn-book. 

4  ^Eneas  Sylvius  Piceolomini    [1405-1464].     Afterward  Pope  Pius   II. 
(Meier,  225-298;  Schaff,  55-59;  Woodward,  134-168.) 
a  His  treatise,  De  Liherorum  Educatione  [1450]. 

1)  Discipline  of  the  body. 

2)  True  wisdom. 

3)  Eloquence,  grammar,  and  use  of  words. 

4)  The  poets,  historians,  and  orators. 

5)  Dialectic,  ]\Iusic,  Geometry,  and  Philosophy. 

V  EDUCATIONAL  IDEAS  OF  THE  EARLY  ITALIAN  HUMANISTS. 
(fSymonds,  536-546;  AVoodward,  179-250.) 


112  THE    REVIVAL    OF    LEARXiyO. 

VI  RESULTS  OF  THE  RENAISSANCE  IN  ITALY.      (Adams,  385-391; 
Field,  cli.  ix;  fSymonds,  ch.  ix.) 

1  Revival  of  the  study  of  Greek  in  the  West. 

2  Awakening-  to  an  appreciation  of  beanty  in  literature  and  art. 

3  Awakening  of  the  scientific  spirit.      (Liscomb.) 

a  Comparison ;  criticism ;  reconstruction. 

4  A  new  craving  for  truth  for  its  own  sake. 

5  A  system  of  classical  education  outlined  which  dominated  Europe  for 

five  centuries. 

6  Dangerous  educational  tendencies  of  the  movement.      (fJebb,  21-43; 

Quick,  1-26.) 

VII  THE  REVIVAL  OF  PAGANISM  IN  ITALY.  (Allen,  ch.  xi :  *Barnard, 
44-58;  Burckhardt,  I,  323-340,  351-361;  Field,  ch.  ix;  Painter, 
121-123;  Schaff,  93-108;  fSeebohm,  5-14;  *Symonds,  ch.  v.) 

1  Worship  of  classical  literature  led  to  the  worship  of  classical  ideas. 

a  The  results  of  this. 

b  Italian  incapacity  for  religious  reformation. 

2  The  moral  corruption  of  Rome  and  Italy. 

a  To  Avhat  classes  confined. 
b  Condition  of  the  masses. 

3  Testimony  of  Leo  X,  Luther,  Savonarola,  and  Machiavelli. 

4  This  immoral  condition  awakened  a  spirit  of  religious  reform. 

a  The  work  of  Savonarola.      (fSeebohm,  71-75.) 

5  Decay  of  learning  in  Italy  with  the  loss  of  independence  of  the  cities. 


B      In  the  Netherlands  and  Germany. 

(*Be;u(l,  ch.  iii;  fBeard,  cli.  ii;  Edgar,  38-43;  fFislier,  07-83;  Francke,  139-150;  Laurie; 
^■Mullinger,  I,  407-421;  Paulding;  fPaulsen,  38-44;  Plath,  60-G3 ;  Regener,  6G-69 ; 
Pvussc'll,  18-2G;  Schaff,  115-119;  Scherer,  I,  204-270;  Schiller,  73-88;  Schmid,  II,  Pt. 
2,  50-126.) 

I  "THE  BRETHREN  OF  THE  COMMON  LIFE"  (HIERONYMIANS). 
(■♦Barnard,  65-71:  Barnard's  Jr.,  IV,  622-628;  *Beard,  45-19; 
Drane,  II,  ch.  ix;  Janssen,  I,  bk.  1,  ch.  iii;  Kammel,  207-231; 
Paintej-,   112-113;   Schiller,   76-78.) 

1  Order  founded  by  Gerhard  Groote  at  Deventer  in  3384. 

2  Thomas  a  Kempis   [1380-1472]    represented  the  ascetic  piety  of  the 

Brotherhood.  Erasmus   [1467-1536]    its  broad  and  liberal  spirit. 


113  THE    REYIYAL    OF    LEARNING. 

3  Work  of  the  Order. 

a  In  establishing  Christianity. 

h  In  laying  the  foundation  of  Christian  popular  education. 

c  In  supplying  teachers. 

d  In  preparing  the  way  for  the  new  Humanism. 

4  School  produced  little  literature;  energy  spent  in  battle. 

II  EMINENT  TEACHERS  IN  TPIE  NETHERLANDS  PRIOR  TO  1500. 
(Drane,  II,  ch.  ix;  Janssen,  I,  bk.  1,  ch.  iii;  Schiller,  78-88,  88- 
91;  Williams,  28-30.) 

1  John  Wessel    [1420-1489].       (*Barnard,   72-74;   Barnard's  Jr.,   IV, 

714-728.) 
a  Learned  in  Greek  and  Hebrew, 
b  Greatly  enlarged  the  circle  of  studies  of  the  early  Hieronymians. 

2  Rudolph   Agricola    [1443-1485].       (^Barnard,  75-89;  Barnard's  Jr., 

IV,  717-723 ;  Baumeister,  I,  Ft.  1,  49-52;  Ihm ;  Painter,  125-128.) 
a  Studied  at  Louvain,  Paris,  and  Ferrara. 
b  Services  in  great  demand. 
c  Largely  instrumental   in   introducing   the   classical   learning   of 

Italy  into  Germany, 
d  Advised  a  study  of  the  science  contained  in  the  works  of  Theo- 

phrastus,  Aristotle,  and  Galen. 
e  Description  of  a  school. 

3  Alexander  Hegius   [1420-1498].       (*Barnard,  81-84;  Barnard's  Jr., 

IV,  723-726;  Paulding.) 

a  For  thirty  years  master  of  the  Gymnasium  at  Deventer. 
1)  Particularly  noted  for  his  distinguished  pupils. 

b  Devoted  to  the  classics,  particularly  Greek,  and  to  the  study  of 
the  Bible. 

c  School  life  in  the  fifteenth  century  at  Deventer,  from  the  auto- 
biography of  Thomas  Platter.  (*Barnard,  113-125;  Bar- 
nard's Jr.,  V,  79-90;  Whitcomb.) 

4  John  Reuchlin    [1455-1522].       (*Barnard,   101-112;   Barnai-d's   Jr., 

V,  65-78:  Baumeister,  I,  Ft.  1,  55-58;  *Beard,  84-88;  Froude, 
181-183;  Painter,  128-131;  *Paulsen,  I,  49-74;  Schaff,  120-127.) 

a  His  studies  and  work  as  a  professor  at  Basel  and  Tubingen, 
b  Published  a  Hebrew  grammar  in  1506. 

1)   The  father  of  modern  Hebrew  study. 
e  The  Schlettstadt  school.      (Kammel,  232-249.) 
d  His  work  in  the  revival  of  the  classical  learning  in  Germany, 
e  Melancthon  his  adopted  son  and  pupil. 


114  TEE    REVIVAL    OF    LEARyiyO. 

III  THE      EDUCATIONAL      WORK      OF      ERASMUS.        [1467-1536. 

(Baumeister,  I,  Pt.  1,  53-55;  *Beard,  88-100;  Caird,  56-88 
Compayre,  86-91 ;  Drummond,  particularly  I,  eh.  1 ;  Emerton 
*Fisher,  276-286;  Francke,  139-150;  Fronde;  Green,  305-314 
*Jebb;  Kiimmel,  327-361;  *Mullinger,  I,  487-507,  523-524 
Norcross;  Fainter,  131-135;  *Panlsen,  I,  49-74;  Reichling,  1-41 
Schafif,  128-132;  Schiller,  83-88;  fSeebohm;  Trench,  397-400 
Williams,  56-65.) 

1  Pnpil  of  Hegins.      Stndied  at  Oxford  and  Paris. 

a  His  attainments  in  Greek  and  Latin. 

b  Tanght  Greek  at  Oxford  [1506].      (*Hazlitt,  ch.  xvii.) 

2  Contributed  to  the  Reformation  by  his  writings,  and  by  his  Greek 

edition  of  the  New  Testament.       (Emerton,   200-205;  Francke, 
142-146;  Froude,  120-128;  Schaff,  128-132.) 

3  Labored  to  introduce  true  classical  culture. 

a  His   Praise    of  Folly    [1511].       (Emerton,    158-178;    Erasmus; 

Froude,  lect.  viii;  *Seebohm,  85-86.) 
b  His  Ciceronian.       (*Barnard,   87-100;  Barnard's  Jr.,   IV,  729- 
740.) 
5  Tried  to  improve  elementary  education.      (Becher.) 
a  Importance  attached  to  primary  education. 

1)   Education  of  girls, 
b  His  text-books  and  treatises  on  education.      (*Hazlitt,  ch.  vii.) 

1)  On  the  First  Liberal  Education  of  Children.      (Israel,  pt. 

2;  Reichling,  46-101.) 

2)  On  the  Order  of  Study.     (Israel,  pt.  2 ;  Reichling,  102-126.) 
c  Place  given  to  history,  geography,  and  science. 

IV  RESULTS  OF  THE   INTRODUCTION  OF  HUMANISM  INTO   GER- 

MANY.     (*Beard,  eh.  iii;  Janssen,  I,  bk.  1,  ch.  iv;  Kammel,  250- 
326;  Laurie.) 

1  New  learning  vigorously  opposed  by  the  monastic  orders  and  by  the 

scholastics,    who    controlled    the    universities. 
a  The  universities  reformed.      Scbolastieism   overthrown. 

1)  These,  particularly  Heidelberg  and  Tubingen,  became  cen- 
ters for  teaching  Latin,  Greek,  and  Hebrew.  (Bau- 
meister, I,  Pt.  1,  58-61;  Hamlyn,  92-130;  *Paulsen,  I, 
74-146;  fPaulsen,  38-40.) 

2  A  desire  for  better  and  more  general  education  awakened. 

a  The  city  of  Nuremberg  as  a  type.      (Noble,  18-26,  29;  *Paulsen, 
I,  146-170;  Russell,  25-26.) 


14 


115  THE    REVIVAL    OF    LEAKS l^'G. 

3  Effect  on  the  religious  convictions  of  the  German  people. 

4  Work  in  preparing  the  way  for  the  Reformation.       (Baumeister,  I, 

Pt.  1,  61-63;  Field,  eh.  ix.) 

C     In  England. 

(Drane,  II,  ch.  xi;  Palgrave;  Schmid,  II,  Pt.  2,  135-138.) 

I  INTRODUCTION  INTO  ENGLAND.  (Brodrick,  70-74:  Creighton; 
Field,  57-63;  Gasquet,  ch.  ii;  fHazlitt,  IV.  sec.  36;  Lyte,  381- 
395;  *Mullinger,  I,  477-487;  jMuUinger,  eh.  iv;  Traill.  II,  504- 
507.) 

1  Between  1450  and  1500  several  Oxford  students  studied  in  Italy. 

a  Work  of  the  pioneers.      (Burrows,  ch,  v;  Einstein,  ch.  i;  Morley, 
VII,  20-40;  Palgrave.) 

1)  Linacre  [c.  1487]. 

2)  Grocyn  [1491]. 

3)  John  Colet,  an  Oxford  M.A.,  spent  the  years  1493-1496  in 

Italy.     (fSeebohm,  14-23.) 

a)  Came  under  the  influence  of  Savonarola. 

1)   The  result. 

b)  His    lectures    on    St.    Paul's    Epistles     [1496-1497]. 

(Lupton,  chs.  V,  vl.) 

2  Colet  joined  in  the  work  of  reform  by  Erasmus  and  ]\Iore.     The  three 

labored  for  free  thought,  tolerance,  education,  and  a  reformed 
religion.     (Barnard's  Jr.,  XVI,  657-666;  Field,  57-63;  Gasquet, 
ch.    ix;    Green,    314^320;    Lyte,    391-395;    *Seebohm,    76-96; 
fSeebohm.) 
a  More's  Utopia  illustrative  of  advanced  thought  on  political  and 

social  questions, 
b  More's  Letters  on  the  Education  of  Children  illustrative  of  ad- 
vanced educational  thought.  (Barnard's  Jr.,  XXIII,  369- 
376.) 
c  The  Statutes  of  Corpus  Christi  College,  Oxford  [1517],  as  evi- 
dence of  the  hold  the  New  Learning  had  secured  at  the 
University.  (Lyte,  407-414;  *Mullinger,  I,  521-523;  Pal- 
grave, 824-825.) 

II  JOHN  COLET    [1466-1519].      (Adams,  381-382;  Barnard's  Jr.,  XVI, 
657-666 ;  Green,  304-313 ;  Lupton,  chs.  iv-vi ;  Palgrave.  822-824 ; 
*Seebohm,  78-88.) 
1  Inaugurated  a  new  form  of  teaching  and  study  which  revolutionized 
the  wf)rk  of  the  University, 
a  His  students  a  power  throughout  Europe. 


116  THE    REVIVAL    OF    LEARMXa. 

2  Made  Dean  of  St.  Paul's  in  1500. 

3  Founded  St.  Paul's  School  in  1510.      (Barnard's  Jr.,  XYI,  667-668, 

54;     *Seebohm,     86-88;     fSeebohm,     138-153;     Syllabus,     sect. 

XXVIII.) 
a  Lily  appointed  Master   [1511].      His  Latin  Grammar. 
b  Nature  of  the  instruction  and  discipline. 
c  Malice  of  men  of  the  old  schools. 

d  Erasmus,  Linacre,  and  Colet  wrote  school-books  for  the  pupils. 
(Barnard's  Jr.,  XA^,   667-6S2.) 

Ill  KESULTS  OF  THE  MOVEMENT  IN  ENGLAND.      (Edgar,  ch.  xiii; 
fjebb,  21-43.) 

1  Inaugurated  religious  and  political  reforms  and  prepared  the  way  for 

the  Reformation. 

2  Started   a  movement  in   favor   of   better   schools.       (Syllabus,   sect. 

XXVIII.) 

3  Crushed  Scholasticism  and  reformed  the  universities. 

4  Movement  checked  by  religious  Avars  folloAving  the  Reformation. 

5  The  productive  period  in  English  literature  which  followed  the  com- 

ing of  peace  and  prosperity. 

D  The  Revival  of  Learning  as  Influenced  by:— 

I  THE  INVENTION  OF  PRINTING.  (*Beard,  53-54;  Blades,  ch.  iv; 
*Cajori,  138-139;  fCajori,  21-27;  Draper,  II,  198-205;  Duff,  chs. 
i,  ii ;  Duruy,  eh.  xxxiii ;  *Hallam,  I,  ch.  iii ;  Lacroix,  471-520 ; 
Putnam,  I,  348^02;  Sehaff,  109-114;  Stille,  ch.  xvi ;  fSymonds, 
127-131,  368-391;  Traill,  527-529.) 

1  Linen  paper  began  to  be  made  from  rags  about  the  beginning  of  the 

fourteenth  century.       (*Hallam,   I,  ch.   1,   55-60;   Lacroix,  413- 
422.) 

2  Dates  connected  with  the  invention  of  printing. 

1423  Coster  of  Harlem  made  the  first  engraved  page. 

143S  Gutenberg  of  Mentz  invented  movable  types. 

14.50  Sclicoffer  and  Faust  cast  first  metal  type. 

14.5.)  liihle  printed  by  Gutenberg  and  Faust  at  Mentz.       First  complote  book 

|)rinted. 
14<i2  Mentz   pillaged   by    Adolph    of   Nassau   and    its    printers    scattered    over 

Europe. 

3  Spread  of  printing  in  Germany.      (Duff,  ch.  iii;  Janssen,  I,  9-24.) 

4  Introduction    of    printing    into    Italy :— Sabine    ^Mountains     [1465]; 

Florence   |  1471  |. 
;i    Venice  became  the  center  of  tlie  book  trade. 


117 


THE    REVIYAL    OF    LEAHXING. 


1)  Great  work  of  the  Aldine  press.  (*Barnard,  42-44; 
Draper,  II,  199-200 ;  Oliphant,  393-410 ;  Putnam,  I,  401- 
439;  fSymonds,  368-391;  Traill,  II,  529-530.) 


BOOKCASE  AND  DESK   IN   THE  MEDICEAN  LIBRARY  AT   FLOIIENCE. 

(From   a   photograph.       Clark,   Architectural   History  of  Camhridcjc,   III,  427.       Repro- 
duced by  permission.) 

This  library  was  designed  by  ^lichael  Angelo,  and  its  construction  was  begun  in   1525. 
Tlie  book-cases  are  of  about  this  date. 

5  Introduction    of    printing-    into    other    countries : — France     [1469]  ; 

Switzerland  [1470]  ;  Holland  and  Belgium  [1473]  ;  Spain  [1474]  ; 
England  [between  1474  and  1477].      (Duff,  chs.  iii-v.) 
a  AVork  of  Caxton  in  England.     (Blades,  chs.  v-vii;  Duff,  eh.  viii ; 

Green,  295-298;  Morley,  VI,  ch.  xiv;  Putnam,  II,  101-133 ; 

Traill,  II,  531-537;  wiiittemore.) 

6  Effects  of  the  invention  of  printing  upon  education.       (Draper,  II, 

200-204.) 

II  GEOGRAPHICAL   DISCOVERY.      (Fischer,    121-125;   Keane;    Traill, 
II,  347-360.) 

1  Growth  of  commerce  after  the  Crusades.      (Syllabus,  p.  88.) 

2  Travels  of  Marco  Polo  [1236-1324]  and  Sir  John  Mandeville  [1300- 

1372].     They  described  the  Orient. 


118  THE    RETITAL    OF    LEARXn^G. 

3  Compass  perfected  in  Naples  and  used  by  Italians  b}^  the  14th  century. 

4  Important  discoveries :  — 

1402  Canary  Islands. 

1419  Madeira  Islands. 

1460  Cape  Verde  Islands. 

1487  Cape  of  Good  Hope  rounded;  sea  route  to  India. 

1492  Columbus  discovered  the  New  \yorld. 

1497  John  Cabot  explored  the  coast  of  North  America. 

1507  Waldenseemuller    published    his    Introduction    to    Gcogmpliy,    describing 

the   known   world   and  the  travels   of   Americo   Vespucci.      This   work 

widely   read. 
1519-1521  Magellan  circumnavigated  the  globe. 

Ill  THE  RISE  OF  THE  MODERN  NATIONS.      (Duruy,  pp.  332-338,  ch. 
xxxiii;  *Seebohm,  22-56;  Stille,  ch.  xvi;  *Symonds,  ch.  xiii.) 

1  Formation  of  national  languages  and  literatures. 

2  Growing  internal  unity  of  the  nations. 

3  Increase  of  wealth,  merchants,  bankers,  scholars,  and  leisure  classes. 


119  THE    BEYIVAL    OF    LEARXIXG. 

E    Bibliography. 
I  EEFERENCES. 

1  On  the  Revival  in  Italy. 

a  Sources  and  Secondary  Authorities. 

Allen,  J.  H.      Christian  History;  Second  Period. 

Barnard,   Henry.       The   Renaissance   in    Italy    (Raumer)  ;    in    Barnard's   Jr., 
VII,  413-460. 

BuRCKHARDT,  J.      The  Renaissance  in  Italy. 

LISCOMB,  W.  S.      The  Loss  and  Recovery  of  Classical  Manuscripts;   in  Educa- 
tion, II,  22-37. 

Owen,  John.     Skeptics  of  the  Italian  Renaissance. 

Quick,  R.  H.     Essays  on  Educational  Reformers. 

Robinson,  J.  H.,  and  Rolfe,  H.  W.     Petrarch,  the  First  Modern  Scholar  and 
Man  of  Letters. 

ScATFE,  W.  B.      Florentine  Life  during  the  Renaissance. 

ScHAFF,  P.      The  Renaissance.       {Papers  Am.  Soc.  Church  Hist.,  Ill,  1890.) 
*Symonds,  J.  A.      A  Short  History  of  the  Renaissance  in  Italy. 
fSYMONDS,  J.  A.      The  Renaissance  in  Italy,  Vol.  II;   The  Revival  of  Learning. 

Thurber,  Chas.  H.     Vittorino  da  Feltre;  in  Sch.  Rev.,  VII,  295-300. 

Woodward,  W.  H.      Vittorino  da  Feltre  and  Other  Humanistic  Educators. 

2  On  the  Revival  in  the  Netherlands  and  Germany. 

a  Important  Secondary  Authorities. 

Barnard,    Henry.       Eminent    Teachers    in    the    Netherlands    prior     to    1500 

(Raimier)  ;  in  Barnard's  Jr.,  IV,  714-728. 
Barnard,  Henry.      The  Heironymians    (Raumer)  ;   in  Barnard's  Jr.,  IV,  622- 

628. 
Barnard,  Henry.      The  Schlettstadt  School  and  John  Reuchlin    (Raumer)  ;  in 

Barnard's  Jr.,  V,  65-78. 
Barnard,  Henry.     Platter's  Autobiography;  in  Barnard's  Jr.,  V,  79-90. 
*Barnard,  Henry.      German  Teachers  and  Educators. 
Baumeister,  a.     Handliuch  der  Erziehungs-  und  JJnterrichtslehre,  I,  Pt.  1. 
*Beard,  Rev.  Chas.      Martin  Luther. 

tBEARD,  Rev.  Chas.      The  Reformation  of  the  16th  Century  in  its  Relation  to 

Modern  Thought  and  Knowledge ;  Hibhert  Lectures,  1883. 

Hamlyn,  V.  W.  C.      Universities  of  Europe  at  the  Period  of  the  Reformation. 

Ihm,  George.     Der  Humanist  Rudolf  Agricola.      (Sam'l  Pad.  Schr.,  Vol.  XV.) 

Janssen,  Joh.      History  of  the   German  People  at   the   Close  of   the   Middle 

Ages,  I. 
Laurie,   S.   S.      The  Renaissance   and   the   School    [1440-1580]  ;    in   Sch.   Rev., 

IV,  140-148,  202-214. 
ELammel,   H.    J.     Geschichte   des   deutschcn   Schulioesens   im    Uehergange   vom 

Mittelalter  zur  Xeuzeit. 
Paulding,  J.  K.      A  Wandering  Scholar  of  the  Sixteenth  Century;  in  Atl.  Mo., 
LXVI,  480-491. 
*Paitlsen,  Fr.      Geschichte  des  gelehrtcn  Unterrichts,  I,   (2nd  Ed.  1896). 
Whitcomb,  M.     The  Autobiography  of  Thomas  Platter. 
b  Sources  and  Secondary  Authorities  having  reference  to  the  work  of  Erasmus. 
B.\rnard,   Henry.      Educational   Views   of   Erasmus    (Raumer)  ;    in   Barnard's 
Jr.,  IV,  729-740. 


TJ1E    li i:\l\.\l.    OF    LEAKMyu.  120 

Becher,  Richard,      liic  Aimlchtni  dcs  Dcsidrrius  Erasmus  iihcr  die  Erzichinig 

U)id  den  crstoi  I'ntcnicht  dcr  Kinder. 
Cairo,  Edwaru.      Vnircrsitij  Addresses. 
CosiPAYRE,  G.      History  of  Fediujoiiy. 

Dri'MMOXD,  R.  E.      Erasmus,  his  Life  and  Character.      (2  Vols.) 
E.MERTOX,  E.      Disiderius  Erasimis  of  Rotterdam. 
EuASMi's.  D.      The  Praise  of  Folly.       (Translated.) 
FRoroE,  Jas.  a.      Life  and  Letters  of  Eiasmus. 
*HazlitTj  Wm.  Carew.      Schools,  School-Books,  and  Sehootmasters. 
Israel,  AroiST.    Sammltiny  selten   getcordener  ix'idayoyi.selie  Schriften   Hi   und 
17  Jahrhunderts,  pt.  2. 
*Jebb,  R.  C.      Erasmus. 
X0RCR0.SS,  Geo.     Eia.siiius,  llie  I'riiicc  of  Pluniani.sts;  in  Annual  Eep.  Am.  Hist. 

Assoc,  1898. 
Reichi.ixo,  D.      .lusgcnahlte  piidagogische  Sehriftcn  des  Desiderius  Erasmus. 
(Hihl.  Kuth.  Fiid.,  Vol.  VIII) 
e  (4eiieral   Works. 

Fraxcke,  Kuxo.      History  of  (icrman   Literature.       {Social  Forces.) 

Xohle,  Dr.  E.     History  of  the  German  School  System;  in  Rep.  U.  »S'.  Com.  Educ, 

1897-1898,  1. 
Painter,  F.  V.  X.    History  of  Education. 
tPAULSEX,  Fr.      German  Universities.       (Also  in  Rep.  U.  S.  Com.  Educ,  1891- 
1892,  I.,  247-368.) 
Plath,  Julius.      Schorn's  Geschichte  dcr  Piidagogik. 
Russell,  Jas.  E.      (rcrman  Higher  Schools. 
Sciierer,  W.      History  of  German  Literature,  I. 
3  On  the  Revival  in  Euglancl. 

a  Important  Secondary  Authoritie-;. 

Barnard,  Henry.      John  Colet  and  St.  Panl's  School;   in  Barnard's  Jr.,  XVI, 

657-688. 
Barnard,  Henry.      Sir  Thomas  ilore's  Letters  on  the  Education  of  Children; 

in  Barnard's  Jr.,  XXIII,  369-376. 
Brodrick,  C.  C.      History  of  the  University  of  Oxford. 
Burrows,   Montague.      Collectanea,   Second   Series.       (Oxf.   Hist.   Soe.   Pubs., 

Vol.   XVI.) 
Creighton,  M.      The  Early  Renaissance   in   England. 
Einstein,  Lewis.     The  Italian  Renai.<isanec  in  English. 
Gasquet,  F.  a.     Eve  of  the  Reformation. 

*Hazlitt,  Wm.  Carew.      Schools,  School-Books,  and  Schoolmasters. 
tllAZLiTT,  Wm.  Carew.     Wharton's  History  of  English  Poetry  from  the  Tuelfih 
to  the  Close  of  the  Sixteenth  Century. 
LuPTON,  J.  H.    A  Life  of  Colet. 

Lyte,  H.  C.  M.      History  of  the  University  of  Oxford. 
MoRLEY,  Henry.      E)iglish  Writers,  VII. 
*MuLLiNGER,  J.  B.      History  of  the  University  of  Cambridge;  1,  Earliest  Times 

to  the  Royal  Injunctions,  15.13. 
tMuLLlNGER,  J.  B.      A  History  of  the  Unircrsity  of  Ca)nbridge. 
Palgbave,  F.  T.      The  O.vford  Movement   in   the   Fifteenth   Century;    in   \inc- 
teenth  Century,  XXVIII,  812-830. 
tSEEBOHM,  F.      The  Oxford  Reformers:  Colet,  Erasmus,  More. 


121  THE    RETIYAL    OF    LEARyiNG. 

4  On  the  Influences  Affecting  the  Eevival  of  Learning. 

a  Secondary  Authorities  and  General  Works. 
Blades,  William.    William  Caxton. 
fCAJORi,  F.      A  History  of  Physics. 
Duff,  E.  Gordon.     Early  Printed  Bools. 
DuRUY,  Victor.     History  of  the  Middle  Ayes. 
Keane,  John.      The  Evolution  of  Geography. 
Lacroix,    Paul.     The    Arts    in    the    Middle    Ages    and    at    the    Period    of    the 

Renaissance. 
MoRLEY,  Hexry.     English  Writers,  VI. 
Oliphant,  Mrs.     Makers  of  Venice. 

Putnam,  Geo.  H.    Books  and  their  Makers  during  the  Middle  Ages,  I. 
Traill,  H.  D.     i^ocial  England,  II. 
Whittemore,  Ruth.     The  Introduction  of  Printing  into  England  hy  William 

Caxton;  in  Education,  XII,  5-i6-552,  616-622. 

5  General  on  the  Revival  of  Learning. 

a  Important  Secondary  Authorities. 

Auams,  Geo.  E.      Civilization  during  the  Middle  Ages. 
*Cajori,  F.     a  History  of  Mathematies.     /S^"  /S^h  ' 

Dbane,  a.  T.      Christian  Schools  and  Scholars,  11. 

Draper,  John  W.     Intellectual  Development  of  Europe,  II. 

Encyclopedia   Britannica.     Article   Renaissance    (Symonds). 

Field,  Lilian  F.      Introduction  to  the  Study  of  the  Renaissance. 

Fischer,  Kuno.     Descartes  and  his  School. 
*Hallam,  Hexry.     Introduction  to  the  Literature  of  the  Middle  Ages,  I. 
tHALLAM,  Henry.     The  Middle  Ages. 
jJebb,  R.  C.     Humanism  in  Education. 

May,  Sir  Thos.  E.     Democracy  in  Europe,  T.   Ji  7^  "  *o  / /. 

Moeller,  Wilhelm.     History  of  the  Christian  Church  in  the  Middle  Ages. 

ScHMiD,  K.  A.     Geschichte  der  Erziehung,  II,  Pt.  2. 
b  General  Works. 

Davidsox,  Thos.      History  of  Education. 
"Fisher,  Geo.  P.      History  of  the  Christian  Church. 
fFiSHER,  Geo.  P.    History  of  the  Reformation. 

Regexer,  Fr.     Skizzen  zur  Geschichte  der  Pfidagogik. 

Robertson,  Wm.     View  of  Europe  in  the  Middle  Ages;   in  History  of  Charles 
v.,  I,  Introduction. 

Schiller,  Hermann.     Lehrhuch  der  Geschichte  der  Piidugogik. 
"Seebohm,  F.     Era  of  the  Protestant  Revolution. 

Stille,  Chas.  J.      Studies  in  Mediceval  History. 
*Thatcher,  O.  J.  and  Schwill,  F.     Europe  in  the  Middle  Ages. 
tTHATCHER,  0.  J.  and  Schwill,  F.     General  History  of  Europe. 

Trench,  R.  C.     Lectures  on  Mediieval  Church  History. 

Williams,  S.  G.     History  of  Modern  Education.  ^ 


-        ^-'V-'-*..'^    I    I      (S<,/^'Ty 


1 


.V, 


XXII     SCHOOLS    BEFORE   THE   REFORMATION. 

(Adams,  1-13;  Barnard's  Jr.,  XVII,  508-509,  for  list  of  higher  schools;  Baumeister,  I,  Pt. 
1,  19-40;  Capes,  ch.  xvi;  Dittes,  99-104;  Field,  chs.  ii-v;  Heppe,  1-42;  Just;  Lacroix, 
61-110;  Leach;  Lorenz;  Mackintosh,  I,  ch.  xii ;  Ph^th.  52-60 :  Schaff;  Schniitz;  Timbs, 
1-20.) 

I  SCHOOLS  WHOLLY  OR   IN  PART  UNDER  CHURCH   CONTROL. 
(Capes,  ch.  xvi;  Gasquet,  ch.  vi;  Hazlitt,  ch.  i;  Just;  Lorenz.) 
1  The  Cathedral,  or  Episcopal  schools.     (Alain;  Azarias;  Furnival,  xli- 
lii;  Leach,  7-11;  Specht,  172-191.) 


A    MEDLEX'AL   SCHOOL. 


(After  an  old  wood  engraving,  now  in  the  Library  of  Magdalen  College,  Oxford,  and 
printed  on  the  title  page  of  an  edition  of  John  Anwykyll's  Conijicndium  Graminaticce  pub-, 
iished  in  London  at  the  beginning  of  the  16th  Century.) 


a  Delegation  of  instruction.     (Cutts,  222-231.) 

1  Order  of  licentia  docendi.     (Traill,  I,  337-339.) 
b  What  was  taught  in  these  parochial  schools. 

1)  Object  of  instruction. 

2)  Exceptions,  particularly  in  Germany  and  England. 

12-2 


123  SCHOOLS    BEFORE    THE    REFORMATION. 

c  The  Collegiate  Church  Grammar  Schools  of  Engiancl.      (Leach, 
11-15,20-24.)  ^ 

2  Monastery,  or  Cloister  Schools.      (Alain;  Azarias;  Furnival,  xli-lii; 
Gasquet,  ch.  viii ;  Leach,  15-19;  Specht,  150-171.) 


A  SCHOOL  OF  MENDICANT  MONKS. 

(After  a  miniature  of  MS.  No.  21,252  in  the  Burgundy  Library,  Brussels.      Tlie  miniature 
dates  from  the  early   15th  Century.) 


a  Nature  and  object  of  instruction. 

b  Decreasing  importance  of  in  the  later  :Middle  Ages. 


15 


124  SCHOOLS    BEFORE    THE    liEFORMATIOX. 

3  Hospitals  and  Chantry  Schools.     (Leach,  25-33,  47-55.) 

a  Establishment  and  evolution. 

b  Nature  of  each. 

c  Instruction  given  in  each. 

4  Song  Schools  and  Elementary  Schools.     (Leach,  95-97.) 

a  Nature  of  the  instruction  in  these. 

II  INDEPENDENT  OR  SECULAR  SCHOOLS.     (Just;  Lorenz;  Muller.) 

1  Chivalric  education.      (Syllabjis,  p.  88. )_ 

a  Worldly  influence  of  such  training, 
b  Female  education  among  the  nobility. 

c  Education   in   a   noble's   house   a  development.     (Furnival,    iv- 
xxvi.) 

2  Guild  Schools.     (Fischer,  ch.  viii;  Leach,  34-47;  Wright,  349-352.) 

a  Variety  of  guilds,  secular  and  religious. 

b  Merchants'  Guild  schools.    Drapers'  Guild  schools,  etc. 

c  Instruction  in  these. 

3  Burgh,  or  city  schools.      (Fischer,  ch.  i;  Koldeway,  I,  pp.  xv-xlvi,  II, 

pp.  iii-xli;  Lorenz,  52-69;  Miiller;  Plath,  52-55;  Regener,  43- 
51;  Russell,  24-26;  Syllabus,  p.  89;  Wright,  347-357.) 
a  Gradual  emancipation  from  church  influence.    (Grant,  25-44.) 
b  Courses  of  study  became  more  and  more  practical. 


A  SCI  J  (JUL,  A.  ]).  i:;;j.s-i:;4-i:. 

(After  MS.  liodl.  Misc.,  No.  264.) 
(From  Green's  Shorter  History  of  the  English  People,  Hid.  Ed.     Harper  &  Bros.,  N.  Y. 
Reproduced  by  permission  of  the  publishers.) 


1)   Introduction  of  modern  subjects. 
c  Great  development  of  city  schools  at  Florence  by  1338.    (Scaife, 
104-105.) 


125 


SCHOOLS   BEFORE    THE    REFORM ATIOX. 


d  Burgli    Schools    of    Scotland     [1400-1500].       (Edgar,    107-124; 
Grant,  25-t4). 
1)   Inner  life   of   a   Burgh  school.     (Edgar,   122-124;    Grant, 
45-75.) 

4  Private  Schools  and  teachers.    (Specht,  67-80;  Traill  II,  422-425.) 

a  Private   Grammar   Schools   opened   by  scholars   in   a   number  of 
cities.     (Allen.) 

b  Private  tutors  connnonly  employed  by  the  better  classes.     (Fur- 
nival,  iv-xxvi;  Hazlitt,  ch.  i.) 

c  Song  schools  and  elementaiy  schools.    (Leach,  95-97.) 

d  Dame  schools.     (Edgar,  119-121.) 

e  The  Bacchants  and  the  A.  B.  C.  Shooters.     (*Barnard,  125-130; 
Barnard's  Jr.,  V,  608-608;  Plath,  55-57.^ 
1)   Platter's  Autobiography.       (*Barnard,  113-124;  Barnard's 
Jr.,  V,  79-90;  Plath,  57-60.) 

5  Endowed   Grammar   Schools.      (Furnival,   lii-lxii ;    Specht,   172-191; 

Traill,  I,  337-339,  474-475,  II,  422-425.) 
a  Some    early    English    Grannnar    Schools.      (Furnival,     lii-lxii; 

Leach,  321-327.) 
b  What  was  taught  in  these  schools.    (Leach,  103-108.) 
c  By  whom  attended.    (Leach,  108-110.) 
d  Purpose  of  instruction. 


A  SCHOOL. 
(After  the  earliest  woodcut  printed  by  Caxton,  c.  1481.) 


126 


SCHOOLS    BEFORE    TEE    REFORMATION. 


Ill  PICTURES  OF  POPULAR  EDUCATION. 

1  In  England.       (Browne,  II,  164-171;  Capes,  ch.  xvi;  Cutts,  195-213, 

222-231;  Field,  chs.  ii,  iii;  Fiirnival,  xli-lxiii;  Gasqiiet,  chs.  vi, 
Adii;  Mrs.  Green,  II,  11-23;  Leach;  Traill,  II,  422-425;  Wright, 
349-357.) 

2  In  Germany.      (Barnard's  Jr.,  XV,  333-339,  same  art.  in  XX,  731- 

737,  and  in  XXII,  731-737;  Dittes,  99-104;  Fischer,  ch.  ii; 
Heppe,  1-42 ;  Janssen,  I,  25-60 ;  Kammel,  15-55 ;  Koldeway,  I, 
xv-xlvi,  II,  iii-xl;  Lorenz;  Miiller;  Specht,  67-80,  151-191.) 


A    FRENCH    SCHOOL. 
(After  a  drawing  by  Scquaiul   [1528].) 

3  In  France.     (Alain,  chs.  ii,  iii;  Azarias;  Beanrepaire,  I;  Lacroix,  61- 

110 ;  Mutean,  pt.  1,  3d  and  4th  periods.) 

4  In  other  countries.    (Barnard's  Jr.,  XX.) 


IV  CHARACTERISTICS  OF  EDUCATION  BEFORE  THE  REFORMA- 
TION.   (Just;  Painter,  75-89.) 

1  The  point  of  emphasis ;  the  mark  of  a  gentleman. 

2  Ideals  of  the  various  schools. 

3  The  conception  of  education. 

4  School  hooks  used.     (Ilazlitt,  chs.  ii-vi.) 

5  Education  and  position  of  women.    (Tjorenz,  74-79;  Traill,  II,  422- 

425.) 

6  Status   of   the   schoolmaster   and   scholar.     (Alain,    ch.    ii;    Azarias; 

Lorenz,  84-]  00.) 


127 


SCHOOLS    BEFORE    THE    REFOBMATIOy 


7  The  Universities  preparing"  tlie  way  by  training  scholars. 

8  Burgh  schools  mark  the  beginning  of  State  education.    (Lorenz,  101- 

107;  Syllabus,  p.  89.) 


A  SCHOOL. 

(A  woodcut  printed  at  Xiirnberg  in  1505.     From  Boesch's  Kinderleben  in  der  dcutschen 

Vergangenheit,  p.  101.) 

9  Hugo  von  St.  Victor  [1097-1141]  and  Jean  Gerson  [1363-1129]  stand 
almost  alone  as  writers  on  the  theory  of  education  during  the 
Lliddle  Ages.  (Compayre,  77-78;  *Freundgen,  1-10;  fFreund- 
gen,  212-227;  Schiitze,  pt.  1.) 


128  SVBOOLS    BEFORE    THE    REFOKMATIOy. 

V  EEFERENCES. 

1  Sources. 

Barnard,  Henry.     Platter's  Autobiograijhy,  and  the  Bacchant's;   in  Barnard's 
Jr.,  V,  79-90,  603-608. 
*Barnard,  Henry.     German  Teachers  and  Educators. 
^Freundgen,   Jos.     Hugo   von    St.    Victor;   Das   Lchrhuch.      {Saml.   Piid.    Sch., 

Vol.  XXIII.) 
fFREUNDGEN,  Jo8.      JoJiami  Gerson's  TraJctat   iiher  die  Hinfiihrung  der  Kleinen 
zu  Christus.     (Saml.  Pad.  Sch.,  Vol.  XXIII,  Pt.  2.) 
KoLDEWAY,  Fr.     Braunschiceigische  Sehulordnungen  von  den  altesten  Zeiten  his 

zum  Jahrc  182S.  (Mon.  Germ.  Pad.,  Vols.  I,  VIII.) 
MiJLLER,  JoHANN.  VoT-  und  friihreformatorische  Sehulordnungen  und  Schul- 
vertriige  in  deutscher  und  niederlUndischer  Sprache;  in  Israel's  (August) 
Sanimlung  selten  getcordcner  plidagogischer  Schriften  16  und  17  Jahrhun- 
derts,  Pts.  12,  13. 
ScHUTZE,  H.  Gerson's  Traktat  von  der  christlichen  Kinderensiehung ;  in 
Schiitze's  Auslese  aus  den  Wcrke  hcriUnnter  Lehrer  und  Pddagogen  des 
Mittelaltcrs,  Pt.  1. 

2  Important  Secondary  Authorities. 

Allen,  P.   S.      A  Sixteenth  Century  School;   in  Engl.  Hist.  Rev.,  X,  738-744. 
AzARiAS,  Brother.     The  Primary  School  in  the  Middle  Ages;  in  Educ.  Rev., 

I,  220-243.     Also  in  Essays  Educational. 
Alain,  l'Abbe.     L'instruetion  primaire  en  France  avant  la  revolution. 
Barnard,  Henry.     Public  Instruction  in  the  Free  Cities  of  Germany;   in  Bar- 
nard's Jr.,  XV,  333-339;  also  in  XX,  731-737;  and  in  XXII,  731-737. 
Barnard,    Henry.     Chronological    List   of    Higher    Schools;    in    Barnard's   Jr., 

XVII,  508-509. 
Barnard,  Henry.     Education  in  Germany,  Belgium,  Switzerland,  Italy,  France, 

etc.,  before  the  Reformation.     See  Barnard's  Jr.,  XX. 
Barnard,  Henry.     History  of  Public  Instruction  in  Belgium;  in  Barnard's  Jr., 

XX,  445-454. 
Baumeister,  a.     Handbuch  der  Erziehungs-  und  JJnterrichtslchre,  I,  Pt.  1. 
Beaurepaire,  Ch.  de  R.      Recherches  sur  l'instruetion  puhlique  dans  le  diocese 

de  Rouen  avant  1789,  I. 
Capes,  W.  W.     The  English  Church  in  the  Fourteenth  and  Fifteenth  Centuries. 
Fischer,  Konrad.     Geschichte  des  deutschen  Yolksschullehrerstands,  I. 
FuRNiVAL,  F.  J.     The  Bahees  Book,  Introduction. 
Gasquet,  F.  a.      The  Old  English  Bible  and  other  Essays. 
Grant,  Jas.     History  of  the  Burgh  Schools  in  Scotland. 
Hazlitt,  Wm.  Carew.     Schools,  School-Books  and  Schoolmasters. 
Heppe,  H.   L.  J.     Das  Schulicesen  des  Mittelaltcrs  und  desscn  Reform   im  16 

Jahrhundert. 
Janssen,   Joh.     History   of   the    German   People   at    the    Close   of   the   Middle 

Ages,  I. 
Just,  K.  S.     Zur  Padagogik  des  Mittelaltcrs;  in  Rein's  Piid.  Studien,  I,  Xo.  0. 
Kammel,   H.   J.     Geschichte   des   deutschen   Schulwesens   im    Uebergange    vom 

Mittelalter  zur  'Neuzeit. 
Lacroix,  P.\ul.     L'4cole  et  la  science  jusqua  la  renaissance. 
Leach,  A.  F.     English  Schools  at  the  Reformation  [1546-1548]. 
I^ORENZ,  S.      Volkserziehung  U7id  Volksunterrieht  im  spiitercn  Mittelter. 


SCHOOLS    BEFORE    THE    REFORMATION.  129 

Mackintosh,  John.     History  of  Civilization  in  Scotland. 

MuTEAU,  Chas.     Les  4coles  et  colleges  en  Province  dcpiiis  Ics  temps  les  plus 

recules  jusqu'en  1789. 
ScHAFF,  Philip.      Educational   Institutions  in  the  Middle  Ages;   in  Reformed 

Quarterhj  Rev.,  XL,  205. 
ScHMlTZ,  H.  Jos.      Das  Volksschulwesen  im  Miltclaltcr. 
Specht,    F.    a.       Geschichte    des    XJuterrichtsnescns    in    Dcutschland    von    den 

iiltcsten  Zeiten  bis  zur  Mittel  des  JJ  Juhrhundert. 
3  General  ^^'ol•ks. 

.Adams,  Francis.      History  of  the  Elementary  School  Contest  in  England. 
Browne,  H.      Chaucer's  England,   II. 

CuTTS,  Rev.  Edw.  L.     Scenes  and  Characters  of  the  Middle  Ages. 
DiTTES,  Fr.     Geschichte  der  Erzichung  und  des  Unterrichtes. 
Edgar,  Jas.     History  of  Early  Scottish  Education. 
Field,  Mrs.  E.  M.    The  Child  and  His  Book. 
Cueen,  Mrs.  J.  R.     Tonn  Life  in  the  Fifteenth  Century,  II.  - 
Painter,  F.  V.  X.     Luther  and  Education. 
Plath,  Julius.      Schorn's  Geschichte    der  Piidagogik. 
Regener,  Fr.     Skizzen  zur  Geschichte  der  Piidagogik. 
Russell,  Jas.  E.     German  Higher  Schools. 
Scaife,  W.  B.     Florentine  Life  during  the  Renaissance. 
TiMBS,  John.     School-Days  of  Eminent  Men. 
Traill,  H.  D.     Social  England.  11. 
\\RitiiiT,  Tiios.     The  Homes  of  other  Days. 


16 


XXIII     THE    PROTESTANT    REFORMATION.^ 

(Adams,  ch.  xvii;  Allen,  cli.  i;  Cailyle;   Fischer,  130-145;  Fisher;  Guizot,  I,  lect.  xii;  Haus- 

ser;  Jacobs;  Kostlin;  Schaff,  VI.) 

'I  SOME  CAUSES  OF  THE  REFORMATION.     (*Beard,  eh.  i;  fBeard, 
chs.  i,  ii ;  Draper,  II,  205-214 ;  Sehaff,  VI,  ch.  i ;  Schmid,  II,  Pt. 
2,  154-168;  Trench,  lect.  xxix.) 

1  The  new  life  in  Christendom. 

a  To  \\'hat  due. 

2  The  need  of  reform  in  Cliurch  and  State  to  meet  the  new  conditions. 

3  The  crisis  came  on  the  sale  of  indulgences. 

4  The  dominant  idea  the  substitution  of  individual  responsibility  for 

collective  responsibility. 

V  a  :\rARTIN  LUTHER  [1483-1546].  (.*Beard,  chs.  iv-ix;  fBeard,  chs.  iv,  v; 
Draper,  II,  205-214 ;  Fisher,  85-134 ;  Francke,  139-171 ;  Froude, 
199-206,  index;  Gardner;  Guizot,  I,  lect.  xii;  Hausser,  1-28, 
42-47;  Jacobs;  Kurtz,  II,  231-245;  Moeller;  Painter,  90-112; 
Plath,  63-67 ;  Robinson  and  Whitcomb ;  Schaff,  YI,  ch.  1 ;  Schmid, 
II,  Pt.  2,  169-203;  Trench,  lect.  xxix.) 
1  His  life  and  connection  with  the  Reformation. 
a  Early  life  and  education. 

b  Professor  at  Wittenberg  [1508].    His  attainments, 
c  Opposed   sale    of    indulgences    [1516].      The    ninety-five   theses 

[1517]. 
d  Bull  of  excommunication  burnt  [1520]. 
e  Cited  to  appear  before  Diet  of  Worms.    Refused  to  retract.    Diec 

declared  against  him  [1521]. 
f  Why  Charles  V  could  not  enforce  the  decree, 
g  German  princes  sided  with  Luther.    jMelancthon  his  ally, 
h  Teutonic  peoples  rapidly  embraced  the  new  ideas. 

Ill  SPREAD  OF  THE  NEW  DOCTRINES.     (Fisher;  Hausser;  Kurtz,  II, 
262-268,  301-307,  313-317;  Moeller.) 
w  1  In  England.     (fBeard,  ch.  ix;  Cheyney;  Drane,  II,  eh.  xi;  Perry.) 

1534  Act  of  Siiproinacy  severed  England  from  Eome. 
153G-1539  ^Monasteries  abolished  and  property  confiscated.     Eflfect  of 
this  on  the  schools.     (Muilinger,  II,  20-33;  Syllabus,  p.  IGO.) 

'  Strictly  speaking,  the  Protestant  llevolt. 

130 


131  TEE   PROTESTANT   REFORMATIOy. 

1536  English  Bible  issued  to  the  Churches.     Services  in  English.    The 

Ten  Articles  of  Faith. 
1549  First  Book  of  Common  Prayer. 
1552  Articles  of  Religion. 

^2  Among  the  Swiss.  AYork  of  Zwingli  [1484-1531]  and  Calvin  [1509- 
1564]  in  defence  of  civil  and  religions  liberty.  (Allen,  cli.  iii; 
tBeard,  ch.  vii ;  Jolmson,  ch.  vi ;  Sclimid,  II,  Pt.  2,  229-275 ;  Van 
Lann,  I,  ch.  iv;  AVhitcomb.) 

1541-1565  Geneva,  the  Rome  of  Protestantism. 

^  3  In  the  Netherlands  and  the  Scandinavian  kingdoms.     The  Papacy 

lost  Demnark  [1536]   and  Sweden   [1537]. 
/  4  The  Reformation  in  France  identified  itself  with  Calvinism. 

a  Why  the  king  naturally  feared  the  Protestants, 

b  The  struggle  for  religious  freedom. 

1560  The  Calvinists  [Huguenots]  had  two  thousand  houses  of  wor- 
ship, and  demanded  religious  freedom. 

1562-1.594  A  period  of  religious  wars.  France  a  scene  of  carnage 
and  devastation. 

1572  Massacre  of  St.  Bartholomew. 

1598  Edict  of  Nantes. 

1624-1642  Liberty  of  worship  and  civil  equality  secured  under 
Richelieu. 

1685  Revocation  of  the  Edict  of  Nantes. 

IV  THE  COUNTER  REFORMATION.  (Allen,  ch.  ii;  fBeard;  Draper,  II, 
220-223;  Fisher,  397-400;  Hausser,  265-275;  Hughes,  3-29; 
Johnson,  ch.  vi;  Moeller;  Syllabus,  sec.  XXV;  "Wakeman,  ch, 
iii;  Ward.) 

1  Statement  of  Belief  formulated  by  the  Council  of  Trent. 

2  Ignatius  Loyola  founded  the  Jesuit  -Order  [Society  of  Jesus]  in  1540, 

a  The  three  lines  of  activity  of  the  new  order. 

1)  Preaching. 

2)  Confession. 

3)  Teaching.     (Syllabus,  sec.  XXV.) 

b  Rapid  spread  of  the  Order.     (Fisher,  413-415.) 
c  Services  in  combating  Protestantism, 
d  The  Order  suppressed  in  1773.    Why? 

V  SOME    RESULTS    OF    THE    REFORMATION,       (Dittes,     115-119; 
Moeller.) 

1  Return  of  Europe  to  a  simpler  and  truer  form  of  religion. 

2  Intellectual  freedom. 

a  Reformers  everywhere  stood  for  the  New  Learning. 

b  Reformation  of  the  Universities.     (Syllabus,  pp.  114,  116.) 


132 


THE   PROTESTANT   REFORMATION. 


3  Crystallizing  effect  on  the  modern  languages  of : 

a  Luther's  Bible,  Catechisms,  and  Hymns  on  the  German. 

b  Tindale's  New  Testament  on  the  English. 

c  Calvin's  writings  on  the  French, 

d  Use  of  the  press  to  influence  public  opinion, 

4  Educational  effect  of  the  popularizing  of  religion.     (Dittes,  115-119.) 

5  Beginnings  of  elementary  education. 


S    C   A        ' 


\  D  E 


.'^i 

/ 


'P    0    L    A    N    Dl 


'Y 


;  H    U    N    G    A    R.  Y 


%«f    , 


\^.  i 


KXri.VNATlON 

J'rott'i^taiit 
I        I  Hoiiian  Catliolic 
I        I  Catliolic-  and 

Protestant,  mixed 

SCALE   OF  MILES. 


RESULT  OF  THE  PROTESTANT  REVOLT. 


VI  WHY  SUCCESS  WAS  NOT  GREATER.     (fBeard,  ch.  viii. 

1  The  age  itself, 

2  Limited  knowledge. 

3  Waste  of  strength  in  strife. 

a  The  Thirty  Years'  War  [1618-1648], 


133  THE   PROTESTANT   REFORMATION. 

VII  REFERENCES. 

1  Sources.  ^^ 

Cheyney,  E.  p.  Early  Reformation  Period  in  England ;  in  Trans,  and  Rep^^m. 
Eist.,  Vol.  I,  No.  1. 

RoBiKSON,  J.  H.,  and  Whitcomb,  M.  Period  of  the  Early  Reformation  in  Ger- 
many; in  Trans,  and  Reps.  Eii.  Hist.,  11,  No.  G. 

Whitcomb,  M.  Period  of  the  Later  Reformation;  in  Trans,  and  Reps.  En.  Hist., 
Ill,  No.  3. 

2  Secondary  Authorities. 

Adams,  Geo.  B.     Civilization  during  the  Middle  Ages. 

Allex,  Jas.  II.     Christian  History :  Third  Period.  ^^ 

*Beard,  Chas.     Martin  Luther  and  the  Reformation  in  Germany. 
tBEAED,   Chas.     Tlte  Reformation  of   the  Sixteenth  Century  in  its  Relation   to 
Modern  Thought  and  Knowledge ;  Hihhert  Lectures,  18S.3. 

Fischer,  Kuno.     Descartes  and  his  School. 

Fisher,  Geo.  P.     History  of  the  Reformation. 

Feaxcke,  Kuko.     History  of  German  Literature  [Social  Forces]. 

Froude,  Jas.  A.     Life  and  Letters  of  Erasmus. 

Gardner,  jMiss  I.  M.  Outline  Notes  on  the  Reformation;  in  Education,  IX,  .35- 
43,  109-117. 

Jacobs,  H.  E.     Martin  Luther. 

KosTLix,  Julius.     Martin  Luther,  scin  Lchcn  und  scin  Schriftcn.     2  Vols. 

Kurtz,  J.  H.     Church  History,  II. 

Moeller,  Wilhelm.  History  of  the  Christian  Church;  Reformation  and  Counter 
Reformation. 

MuLLiNGER,  J.  B.  The  University  of  Camhridge;  II,  From  the  Royal  Injunc- 
tions of  15S5  to  the  Accession  of  Charles  the  First. 

Perry,  Geo.  G.     History  of  the  Reformation  in  England. 

SciiAFF,  Philip.     History  of  the  Christian  Church,  VI. 

ScHMiD,  K.  A.     Geschichte  der  Erziehung,  II,  Pt.  2. 

Trench,  R.  C.     Ijccturcs  on  Mediaval  Church  History. 

Ward,  A.  W.     The  Counter  Reformation. 

3  General  Works. 

Carlyle,  Thos.     The  Hero  as  Priest ;  in  Hemes  and  Hero  Worship. 

DiTTES,  Fr.     Geschichte  der  Erziehung  und  des  Unterrichtes. 

Drane,  a.  T.     Christian  Schools  and  Scholars,  II. 

Draper,  John  W.     Intellectual  Development  of  Europe,  II. 

GuizoT,  F.     History  of  Civilisation,  I. 

Hausser,  L.     Period  of  the  Reformation. 

Hughes,  Thos.     Loyola,  and  the  Educational  System  of  the  Jesuits. 

Johnson,  A.  H.     Europe  in  the  Sixteenth  Century,  l)9-'j-1.59S. 

Painter,  F.  V.  N.     Luther  on  Education. 

Plath,  Julius.     Schorn's  Geschichte  der  Piidagogik. 

Van  Laun,  Henri.     History  of  French  Literature,  I. 

Wakeman,  H.  O.     Exirope,  1598-1115.  ■*■  <■  .»        •>  P-? 


XXIV     THE    REFORMATION   AND   EDUCATION 

IN  GERMANY. 

(Barnard's  Jr.,  VIII,  348-3G0;  Davidson,  175-189;  Fischer,  51-62;  Heppe,  43-60;  Kammel; 

Laurie.) 

VI  THE  PEOTESTAXTS  AND  PUBLIC  EDUCATION.     (Ellis;  *Pamter, 
135-147;  -Paulsen.  I,  173-196.) 
~  1   Authority  of  the  Church  now  superseded  by  the  authority  of  the  Bible. 

2  Necessity  of  making  the  new  training  as  effective  as  the  old  had  been. 

a  Luther's  work  to  accomplish  this. 

1)   His  sermons,  Catechisms,  Bible,  etc.      (Meyer  and  Prinzhom, 
117-194;  Plath,  82-86.) 

3  Need  of  a  union  of  family.  Church,  and  State. 

a  State  education  a  necessary  sequence. 

vll  LUTHER'S    CIRCULAR   LETTERS    ON   EDUCATION.      (Compayre, 
114-118;  *Paulsen,  I,  196-203.) 

1  Letter  to  the  Mayors  and  Aldermen  of  all  the  Cities  of  Germany  in 
behalf  of  Christian  Schools  [1524]. 
^  a  The  Letter  in  full.     (*Barnard,  139-150;  Barnard's  Jr.,  IV,  429-- 
440 ;  Israel,  pt.  1 ;  Meyer  and  Prinzhom,  91-116 ;  f  Painter, 
169-209;  Plath,  75-82;  Wagner.) 

1)  Condition  of  schools  throughout  Germany. 

2)  Duty  of  Christians. 

3)  Neglect  and  ignorance  of  parents. 

4)  Schools  and  private  tutoring. 

5)  The  duty  of  mayors  and  aldermen. 

6)  Classical  studies  and  the  Scriptures. 

7)  "The  welfare  of  the  State  depends  upon  the  intelligence 

and  virtue  of  its  citizens." 

8)  Training  the  schools  had  given  and  should  give. 

9)  Libraries. 

•-    2  Sermon  on  the  Duty  of  Sending  Children  to  School   [1530].      (Bar- 
nard's Jr.,  lY,  440-442  ;  Russell,  28-32.) 
^  a  The  sermon  in  full.      (Israel,  pt.  5;  Meyer  and  Prinzhom,  155- 
194;  fPainter,  210-271;  Wagner.) 

1)  Purpose  of  the  sermon. 

2)  Duty  of  ministers. 

134 


135 


THE    REFORMATION    AND    EDUCATION. 


3)  Spiritual  benefit  arising  from  the  support  of  schools. 

4)  Duty  of  all  citizens. 

5)  Need  of  educated  men. 

6)  Temporal  benefits  to  be  derived  from  schools. 

7 )  Needs  of  the  civil  service  and  the  professions. 

8)  The  teacher  and  the  minister. 

9)  Duty  of  parents. 


LUTHER    GIVING    INSTRUCTION. 

(An  ideal   drawing,   though   representative  of   early   Protestant   popular   instruction.      From 
Bohm's  (Jeschichte  dcr  Piidagogik,  I,  250.) 


1/  III  LUTHER'S  EDUCATIONAL  IDEAS.  (*Barnard,  131-159;  Barnard's 
Jr.,  IV,  421^29,  XXIV,  37-130;  Baumeister,  I,  Pt.  1,  63-69; 
Compayre,  118-121 ;  Dittes,  119-127  ;  Keferstein,  xvii-xcii ;  Meyer 
and  Prinzhom,  1-48;  fPainter,  113-168;  Plath,  67-73;  Regener, 
72-76;  Russell,  28-34;  Wagner;  Williams,  42-55.) 

^    1  As  to  the  establishment  of  schools.      (See  I  and  II  above.) 
^  2  Education  to  be  made  compulsory.      (Williams,  42-48.)      This  idea 
also  advocated  by  Archbishop  Sadolet  of  Carpentras  [1533],  and 
by  the  nobility  in  the  States  General  at  Orleans  [1560]. 
>.    3  A  State  system,  to  consist  of  :— (*Barnard,  151-159;  Barnard's  Jr., 
IV,  443-449.) 
a  Schools  for  the  common  people  [Primary  Schools]. 

1)  Subjects  of  study. 

2)  Language  used. 


136 


THE    REFORMATION    AND    EDUCATION. 


b  Latin  Schools. 

1)  Importance  of. 

2)  Subjects  of  study. 

3)  Work  of  these  schools. 
c  Universities. 

1)  Their  work  for  the  nation. 

2)  New  subjects  and  methods  of  study. 

4  Education  for  girls. 

5  Means  of  supporting  schools. 

6  Methods  of  instruction  and  nature  of  discipline. 

7  School  instruction  to  be  supplemented  by  home  instruction.      (Ellis; 

Plath,  82-86.) 

8  Luther's  efforts  seconded  by  Zwingii  in  Switzerland.      (Israel,  pt.  4; 

Schiller,  108-110.) 


A    SCHOOLROOM    IN    THE    IGTH  CENTURY. 

(After   a    woodcut   by   Hans   Bnrgkmair    [1472-15.5!)].      From    Rhyn^s   Kulturgrschichte   des 

dcuischcn  Volkcs,  11,  p.  40.) 


IT  WORK  OF  PHILIP  MELANCTHON  [1497-1560].  (*Barnard,  161- 
184;  Barnard's  Jr.,  IV,  741-764;  Baumeister,  I,  Pt.  1,  69-74; 
Hartfelder;  *Painter,  148-152;  *Paulsen,  I,  203-209;  Plath,  86- 
88;  Regener,  76-79;  Richard,  125-141;  Russell,  34-35;  Schiller, 
92-99;  Schmid,  II,  Pt.  2,  206-228;  AVilliams,  91-96.) 

1  Early  life  and  studies.      (Warfield.) 

2  Called  the  Preceptor  of  Germany. 


137  THE    REFORMATION    AND    EDUCATION. 

3  His  text  books ;  some  used  for  a  hundred  years.      (*Barnard,  172-177  ; 

Barnard's  Jr.,  IV,  752-757.) 

4  His  services  to  public  education  in  Germany.      (See  V  below,  Hart- 

f  elder.) 

V  BEGINNINGS  OF  STATE  EDUCATION  IN  GERMANY.  (Barnard's 
Jr.,  XI,  159-164,  400-459;  Dittes,  133-141;  Fischer,  I,  ch.  iii ; 
Nohle,  29-39;  fPaulsen;  Russell,  37^1,  137-141.) 

1  First  Protestant  school  at  Magdeburg  in  1524.      (*Paulsen,  I,  268-282.) 

a  How  organized. 

2  Strassburg  and  other  cities  organized  schools  the  same  year. 

3  Melancthon  [1525]  prepared  plan  for  school  at  Eisleben. 

a  Classes  provided. 

b  Studies  and  text  books  of  each. 

c  Nature  of  the  school.      (Russell,  37.) 

4  Melancthon 's  Saxony  plan  [1528]  the  first  step  toward  a  State  schooi 

system.      (*Barnard,  169-171;  Barnard's  Jr.,  IV,  748-752;  Hart- 

f  elder,  417-488;  Plath,  88-92  ;  Russell,  34^1 ;  Vormbaum,  I,  1-8.) 

a  Provided  for  Grammar  Schools  in  all  the  towns  and  villages  of 

Saxony.       (Israel,  pt.  9;   f Painter,  152;  Richard,  134-136; 

Riissell,  38.) 

1)  The  three  classes  of  schools. 

2)  Studies  of  each. 

3 )  Aim  of  these  schools. 

5  Higher  Latin  Schools   (Fiirstenschulen-Gymnasien)   established  after 

1540.      (Fischer,  I,  ch.  iii;  Israel,  pt.  9,  pt.  11;  *Paulsen,  I,  290- 

294;  Russell,  137-141;  Schiller,  99-102.) 
a  Many  of  the  early  ones  were  converted  monastic  schools, 
b  Age  of  entrance.     Exact  nature,  and  work  of  these  schools, 
c  The  curriculum. 

6  The  Reformation  and  the  Universities.      (*Paulsen,  I,  209-268.) 

a  The  foTindation  of  new  Universities,  without  Papal  sanction, 
b  Reform  of  the  old  Universities. 

7  AViirtemberg  the  first  German  State  to  organize  a  complete  system  of 

schools    [1559].      Real  beginning  of  the  German  system.      The 
three  classes  of  schools.      (*Barnard,  251-257;  Barnard's  Jr.,  VI, 
426-432;  Fischer,  I,  chs.  iv-vii ;  Schiller,  102-108;  Vormbaum,  I.) 
a  Elementary  school  for  both  sexes. 

1)  Studies  pursued. 

2)  Object  of  instruction. 

b  Latin  School  [Farticularschule]  with  five  or  six  classes,  and  in- 
tended chiefly  for  burghers. 
1)   Studies  and  aim. 


138 


THE    REFORMATIOX    AND    EDUCATION. 


c  Universities  [colleges]  of  the  State. 
d  Plans  for  supervision  of  these  schools. 

8  Example  of  Wiirtemberg  followed  throughout  Germany.      (Barnard's 

Jr.,  V,  77-78;  Baron,  1-65;  Israel,  pts.  8-10;  *Paulsen,  I,  318- 
379;  Runge;  Schmidt ;■  Teutsch,  I.) 
a  What  Braunschweig  did.      (Baumeister,  I,  Ft.  1,  93-99,  164-167 ; 

Koldeway,  I,  xlvi-lxxxix,  II,  xl-lxx;  Regener,  86-91.) 
b  School  and  University  regulations  of  the  Elector  August  of  Saxony 
[1580].     (*Barnard,  257-259;  Barnard's  Jr.,  VI,  432-434, 
XX,  528-554;  fPainter,  152;  *Paulsen,  I,  290-317;  Richter, 
pt.  4;  Vormbaum,  I,  230-297;  WattendorfE.) 

9  Subsequent  decline  of  these  schools. 


t'd  Gamier  i.-(cLK 

A    nilMAKY    8CM(JUL   OF    THE    16TH   CENTURY. 

(After  a  wood  engraving  of  the  time.     From  Lacroix,  L'ccolc  ct  la  science  jusqu'a  la  renais- 

sniice,  p.  100.) 

VI  THE  WORK  OF  TWO  OF  MELANCTIION'S  PUPILS.      (Regener,  81- 
83;  Williams,  101-106.) 
1  Valentine    Trotzendorf     1 1490-1556].        (*Barnard,     185-191;    Bar- 
nard's Jr.,  V.  107-113;  Phith.  92-100;  Schmid,  II,  Pt.  2,  277-302.) 


139  THE    REFORMATION    AND    EDUCATION. 

a  His   school   at   Goldberg;   its   curriculum;    and   his   work   there. 

(Plath,  97-100.) 
b  His  plan  of  pupil  government. 
2  Michael  Neander  [1525-1595].      (*Barnard,  225-228;  Barnard's  Jr., 
V,  599-602;  Schmid,  II,  Pt.  2,  388-430.) 
a  His  school  at  Ilfeld  am  Harz. 
b  His  curriculum,  and  points  of  emphasis  in  his  school. 

VII  THE  WORK  OF  JOHANN  STURM  (STURMIUS)  [1507-1589].  (*Bar- 
nard,  209-223;  Barnard's  Jr.,  IV,  101-415;  Baumeister,  I,  Pt.  I, 
74-93;  Fournier,  IV,  pt.  1;  Laas;  *Painter,  159-164;  Parker; 
*Paulsen,  I,  282-290;  Quick,  27-32 ;  Russell,  42-44;  Schiller,  111- 
120;  Schmid,  II,  Pt.  2,  302-388;  AVilliams,  96-101.) 

1  Early  life  and  education. 

2  Rector  of  the  Gymnasium  at  Strassburg  [1537-1582]. 

a  This  soon  became  the  most  famous  school  of  Europe. 

3  His  Plan  [1538]  ;  Classical  Letters  [1565]  ;  Examination  [1578]. 

4  His  Gymnasium.      (Keatinge,  126-129.) 

a  The  system  of  classes. 

1)  Age  of  entrance. 

2 )  Work  of  the  grades. 

b  His  course  of  study  in  full,  by  grades.       (*Barnard,   195-208; 
Barnard's  Jr.,  IV,  167-182;  *Painter,  160-162.) 

5  The  Gymnasium  to  be  followed  by  a  five-year  college  course.  . 

a  Aim  of  the  latter. 

6  Reasons  for  Sturm's  great  success  as  a  schoolmaster. 

7  Defects  of  his  Plan. 

a  Change  from  the  ideals  of  Luther. 

8  Influence  of  his  work  on  the  later  development  of  education, 

VIII  THE  CHANGE  TO  SCHOLASTIC  HmiANISM.  (*Barnard,  267-272, 
413-416  ;  Barnard's  Jr.,  V,  657-662 ;  Baumeister,  I,  Pt.  1,  129-133  ; 
Dittes,  127-133 ;  Nohle,  26-39 ;  *Paulsen,  I,  453-460 ;  Quick,  22- 
26;  Russell,  43-58.) 

1  Education  as  advocated  by  Erasmus  and  Luther. 

2  The  change  under  Melancthon's  influence. 

3  The  further  change  under  the  influence  of  Sturmius  and  his  followers. 

4  The  combined  effect  of  this  change,  of  the  subsequent  theological  dis- 

putes, and  of  the  devastation  caused  by  the  Thirty  Years  War 

[1618-1648].      (Schmid,  IV,  Pt.  1,  1-186.) 
a  In  destroying  the  desire  for  popular  education, 
b  In  alienating  the  nobility  and  men  of  the  world,  resulting  in  the 
establishment  of  schools  of  a  new  type. 


140  THE    REFORMATIO!^    AND    EDUCATION. 

5  Status  of  German  seliools  in  the  seventeenth  eentnry.  (*Barnard, 
416-426;  Barnard's  Jr.,  VII,  367-380;  Dittes,  169-177;  Fischer, 
I,  ehs.  vi-vii ;  Nohle,  44-45 ;  Regener,  86-91,  115-119  ;  Vostrovsky.) 

IX  THE  RITTERAKADEMIEEN  OF  THE  17th  CENTURY.  (Baumeister, 
I,  Pt.  1,  167-171;  Nohle,  41-42;  *Paulsen,  I,  453-460,  501-511; 
fPaulsen,  598-608;  Russell,  50-58;  Schiller,  197-201.) 

1  Overpowering  influence  of  the  splendor  of  the  French  court  on: — 

a  The  language. 

b  The  manners  and  customs. 

c  The  habits  of  thought  of  the  German  people. 

2  The  new  educational  ideal,  or  rather,  an  old  ideal  in  a  new  form, 

3  The  nature  of  the  new  schools. 

a  Studies. 

b  Attitude  toward  the  new  scientific  subjects. 

c  Period  during  which  they  flourished. 


141  THE    REFORilATIOX    AND    EDUCATION. 

X  REFERENCES. 

1  Sources. 

Barnard,    Heijry.     American    Journal    of    Education.      (Barnard's    Jr.).     Vol- 
umes IV,  V,  VI/  VII,  VIII,  IX,  XX,  XXIV. 
*Barnard,  Henry.     German  Teachers  and  Educaiors. 
FouRNiER,  Marcel.     Les  statiits  et  privileges  des  universites  frangaises  depuis 

leur  fondation  jusqu'en  1189. 
Israel,  August.     Sammlung  selten  gewordener  padagogischer  Schriften  16  und 

17  Jahrhunderts. 
Keferstein,  Dr.    H.     Dr.   Martin    Luther's   piidagogische  Schriften   und  Aeus- 

zerungen.      {Bibl.  Pad.  Klass.,  Vol.  XXVIII.) 
Koldeway,    Friedrich.     Braunschiceigische    Schulordnitngen    von    den    dltesten 

Zeiten  his  sum  Jahre  1S2S.     (Blon.  Germ.  Pad.,  Vols.  I,  VIII.) 
Richter,  Albert.     Neudriicke  padagogischer  Schriften. 
Teutsch,  Friedrich.     Die  siebenburgisch-sachsischen  Schulordniingen,  I. 
VoRMBAUM,  R.     Evangelische  Schulordnungen,  I. 
Vostrovsky,   Clara.     A  European  School  of  the  time  of  Comenius    [Prague, 

1609] ;  in  Education,  XVII,  356-360. 
Wattendorff,  Ludwig.    Die  Schul-  und  Universitdts-Ordnung  KurfUrst  Augusts 

von  Sachsen,  loSO.      (Sanunl.  Pad.  Schr.,  Vol.  VII.) 

2  Important  Secondary  Authorities  in  German. 

B^RON,  Anton.     Geschichte  der  alien  lateinischen  Stadtschule  und  des  Gymnasi- 
ums in  Krems. 

Baumeister,  a.     Handhuch  der  Erziehnngs-  und  Unterrichtslehre,  I,  Pt.  I. 

Dittes,  Fr.     Geschichte  der  Erziehung  und  des  Unterrichtes. 

Fischer,  Konrad.     Geschichte  des  deutschen  Yolksschullehrer stands,  I. 

Hartfelder,    Ivarl.      Philip    Melancthon    als    Prceceptor    Germanice.       (Man. 
Germ.  Pad.,  Vol.  VII.) 

Heppe,  H.  L.  J.     Das  Schulicescn  des  Mittclalters  und  dessen  Reform  im  sechs- 
zehnten  Jahrhundert. 

Kammel,  H.  J.     Geschichte  des  deutschen  Scliuhcesens  im  Uebergange  vom  Mit- 
telaltcr  zur  Neuzeit. 

Laas,  E.     Die  Padagogik  des  Johannes  Sturm. 

JMeyer,  J.,  and  Prinzhosi,  J.     Dr.  Martin  Luther's  Gedanken  iiber  Erziehung 
und  Unterrichts. 
*■  Paulsen,  Fr.  ,  Geschichte  des  gelehrten  Unterrichts,  I. 

Plath,  Julius.     Schorn's  Geschichte  der  Padagogik. 

Regener,  Fr.     Skizzen  zur  Geschichte  der  Padagogik. 

RuNGE,  Friedrich.     Geschichte  des  Ratsgymnasiums  zu  Osnabrilck. 

Schiller,  Hermann.     Lehrbuch  der  Geschichte  der  Padagogik. 

ScHMiD,  K.  A.     Geschichte  der  Erziehung,  II,  Pt.  2. 

Schmidt,  Friedrich.     Geschichte  der  Erziehung  der  Bayerischen  Wittelsbacher 
von  den  friihesten  Zeiten  his  1750.      {Mon.  Germ.  Paed.,  Vols.  XIV,  XIX.) 

Wagner,  Dr.  Ernst.     Luther  als  Piidagog.     [Klass.  der  Pad.,  Vol.  II.) 

3  Important  Secondary  Authorities  in  English. 

Barnard,    Henry.     American   Journal    of   Education.     {Barnard's   Jr.)     Vols. 

IV,  V,  VI,  VII,  VIII,  XI,  XX,  XXIV. 
*Barnard,  Henry.     German  Teachers  and  Educators. 
Davidson,  Thos.     History  of  Education. 
LavR'IE,  S.  S.     The  Renaissance  and  the  School  [1440-1580];  in  School  Review, 

IV,  140-148,  202-214. 


THE    REFORMATION    AND    EDUCATION.  142 

NoHLE,  Du.  E.     History  of  tlie  German  School  System;  in  Rrp.  U.  <S'.  Com.  Educ, 

1897-1898,  I,  20-45.      (Transl.  from   Keiu's  Encyd.  Handhuch  dor  PUda- 

gogik. ) 
fPAiNTER,  F.  V.  N.     Luther  on  Education. 
Parker,  Chas.  Stuart.     On  the  History  of  Classical  Education:  in  F.  \\'.  Far- 

rar's  Essays  on  a  Liberal  Education. 
fPAVLSEN,  Fr.     The  Evolution  of  the  Educational  Ideal:  in  The  Forum,  XXIII, 

598-G08,  672-085. 
Richard,  J.  W.     Philip  Melancthon,  the  Protestant  Preceptor  of  Germany. 
lft;ssELL,  Jas.  E.     (Serman  Higher  Schools. 
4  Short  articles  of  minor  importance.  ^ 

CoMi'AYRE,  G.     History  of  Pedagogy. 
Ellis,  A.  C.     Sketches  of  the  Growth  of  the  Sunday  Scliool  Idea ;  in  Ped.  Sem., 

Ill,  379-381. 
Fischer,  Otto.     Lehen,  Schriften  und  Bedcutumj  der  nichtigsten  Pddagogen. 
IvEATiXGE,  M.  W.     The  Great  Didactic  of  Comcnius. 
*Painter,  F.  V.  N.     History  of  Education. 
Quick,  R.  H.     Essays  on  Educational  Reformers. 
Warfield,   E.   D.     The   Boyhood   of   Philip   Melancthon:    in   Education,   XVII, 

385-388. 
Williams,  S.  G.     History  of  Modern  Education. 


\suiXt^^ 


i,^.  i4.  ^uf.   a3-/i/ 


XXV     THE   COUNTER   REFORMATION  : 
JESUIT  EDUCATION. 

(Barnard's  Jr.,  V,  213-228;  VI,  615-G22;  XIV,  4o5-482;  Baumeister,  I.  Pt.  1,  109-121; 
Browning,  118-127;  Compayre,  138-150;  Draper,  II,  214-228;  Kurtz,  II,  426-434;  Mun- 
roe,  124-135;  Payne,  45-51;  Quick,  ch.  iv;  Eegener,  83-80;  Paissell,  40-52;  Schiller,  124- 
134;  Wishart,  ch.  vi.) 

I  FOUNDATION  OF  THE  ORDER.      (Cartwright;  Stephen,  I,  essay  iii.) 

1  Ignatius  Loyola  [1491-1556].      (Hughes,  chs.  ii,  iii.) 

a  Early  life. 

b  At  thirty-one  resolved  to  devote  himself  to  religious  work, 
c  At  thirty-three  began  the  study  of  Latin  at  Barcelona, 
d  At  thirty-eight  became  a  student  at  Paris.     Received  his  M.A.  at 
forty-three  [1534]. 

2  Founding  of  the  "Society  of  Jesus." 

a  With  six  others  the  vows  were  taken  in  1534. 

b  Pope  Paul  III  sanctioned  the  Order  in  1540.      (Pachtler,  I,  1-8.^ 

c  The  Constitution  of  1540.      (Pachtler,  I,  8-70.) 

II  CHARACTER  AND  MISSION  OF  THE  ORDER.  (Cartwright; 
Fischer,  145-153 ;  Fisher,  397-400 ;  Griesinger,  bk.  1 ;  Hughes,  pt. 
1;  Magevney;  Paulsen,  I,  379-388;  Sehmid,  III,  Pt.  1,  1-38.) 

1  Its  military  character. 

2  Object  of  the  Order.      (Hughes,  chs.  vi,  vii;  Mertz,  28-55.) 

3  The  Constitution  of  the  Order.      (Barnard's  Jr.,  XXVII,  165-175.) 

4  Means  employed. 

a  The  pulpit. 

b  The  confessional. 

c  Education.      (Mertz,  55-80.) 

5  Success  attending  the  work  of  the  Order. 

Ill  SPREAD  AND  DECLINE  OF  THE  ORDER.  (Fisher,  413^15; 
Griesinger,  bk.  2 ;  Hughes ;  Mullinger,  II,  256-262 ;  Paulsen,  I, 
379-412;   Sehmid,   III,  Pt.   1,   159-175.) 

1  How  new  territory  was  invaded. 

2  Growth  of  the  Order;  its  extent:  — 

a  In  1600. 
b  In  1640. 
c  In  1710. 
d  In  1725.      (See  map.) 

143 


144  COUNTER   REFORMATION:    JESUIT   EDUCATION. 

3  The  Order  abolished  in  1773. 

a  Causes  leading  to  this.      (Hassall,  cli.  x.) 

b  Significant  of  the  changed  attitude  of  Europe. 

IV  THE   JESUIT   SYSTEM   OF   EDUCATION.      (Magevney.) 

•  1  The  Ratio  Studiorum.      (Duhr,  3-78;  Mertz,  6-24;  Paulsen,  I,  412- 
425;  Schmid,  III,  Pt.  1,  1-38.) 
a  Care  with  which  this  was  formulated.      (Hughes,  ch.  x.) 

1)  The  preliminary  Baiio  of  1586.      (Pachtler,  II,  25-217.) 

2)  The  final  Ratio  of  ,1599.       (Duhr,  175-280;   Pachtler,   II, 

225-481.) 

3)  The  revision  of  1832.      (Duhr,  175-280;  Pachtler,  II,  225- 

481.) 

2  The  Societas  Professa.    (Barnard's  Jr.,  XXVII,  165-175  ;  Hughes,  chs. 

xi-xv;  Magevney;  Mertz,  171-190;  Schmid,  III,  Pt.  1,  38-81.) 
a  The  preparation. 

1)  Study. 

2)  Teaching  of  boys. 

b.  Time  devoted  to  teaching. 

1)   Progression  through  the  "Forms." 
c  To  what  the  teachers  were  bound, 
d  To  whom  responsible, 
e  Inspection  of  teaching, 
f  Why  the  Jesuit  schools  rapidly  displaced  other. 

3  Organization  and  maintenance  of  schools  and  colleges.       (Barnard's 

Jr.,  XIV,  455-482;  Duhr,  79-173;  Hughes,  chs.  iv,  v;  Lantoine; 
Mullinger,  II,  253-262.) 
a  Gratuitous  instruction. 

4  Courses  of  instruction.      (Barnard's  Jr.,  V,  210-221;  Duhr,  79-173; 
*  Magevney;  Schmid,  III,  Pt.  1,  82-109.) 

a  Studia  inferiora.    (*Barnard,  232-238;  Hughes;  Mertz,  119-130.) 

1)  What  was  taught, 
b  Studia  superiora.    (*Barnard,  238-243  ;  Hughes ;  Mertz,  130-146.) 

1)  What  was  taught. 
c  Attention  given  to  moral  and  religious  training.     (Hughes,  ch.  vii.) 
d  Attention  given  to  the  health  of  the  pupils. 
e  ]\Iethod  in  language  study. 

5  Classes  of  pupils.      (Hughes,  ch.  xviii.) 

6  Some  of  their  educational  principles.      (Huglies;  Mertz,  146-162.) 

7  Education  a  means  to  their  end. 

V  REASONS  FOR  THE  GREAT  SUCCESS  OF  THE  JESUIT  SCHOOLS. 
(Fischer,  145-153  ;  Griesinger,  bk.  2  ;  Hughes;  INIagevney  ;  Paulsen, 
1,425-432.) 
1  Bacon's  statement.      (*Barnard,  287-289;  Barnard Ls  Jr.,  V,  213-228.) 


COUyTER   REFOh'MMlOX:    JESUIT    EDUCATION.  14G 

VI  REFERENCES. 

1  Sources. 

DuHR,    Bek.x.vud.     Die    t'<tudic)Kjni)iung    dcr    (Ivselhchaft    Jenu.      (Bihl.    Kath. 

Fad.,  Vol.  IX.) 
Pachtler,  G.  M.     Ratio  Studiorum.      {Mon.  Germ.  Pud.,  Vols.  II,  V,  IX,  XVI.) 

2  Secondary  Authorities  having  particular  reference  to  the  organization  and  work  of 

the  Order. 
Caetwright,  W.  C.     The  Jesuits;  their  Constitulion  and  Teaching. 
Draper,  Joiix  W.     Intellectual  Development  of  Europe,  II. 
Fischer,  Kvxo.     Descartes  and  his  School. 
Fisher,  Geo.  P.     The  Protestant  Reformation. 
Griesinger,   Theodor.     The   Jesuits;   A    Complete    Histori/   of    ihiir   Open   and 

Secret  Proceedings. 
Hassall,  Arthur.     The  Balance  of  Power,  1715-1789. 
Stephen,  Sir  James.     Essays  in  Ecclesiastical  Biography,  I,  essay  iii.     Also  in 

Edinburgh  Review,  No.  152. 
ANiSHART,  A.  W.     Short  History  of  Monks  and  Monastieism. 

3  Important  Secondary  Authorities  having  reference  to  the  educational  work  of  the 

Order. 
Barnard,  Henry.     American  Journal  of  Education    (Barnard's  Jr.)  ;  Vols.  V, 

XIV. 
*Barnard,  Henry.     German  Teachers  and  Educators. 
Baumeister,  a.     Handbueh  der  Erziehungs-  itnd  Unterriehtslehre,  I,  Pt.  1. 
DuHR,  Bernard.     Die  Studienordnung  der  Gesellschaft  Jesu.     (Bibl.  Kath.  Pad., 

Vol.  IX.)      Introduction. 
Hughes,  Thos.     Loyola,  and  the  Educational  System  of  the  Jesuits. 
Lantoine,  Henri.     Hi-^toire  de  Venseignement  secondaire  en  Erancc  au  XVII"" 

et  debut  du  XVIII'"'  siecle. 
!Magevney,  Rev.  Eugene.     The  Jesuits  as  Educators. 
IVIertz,  Georg.     Die  Piidagogik  der  Jesuiten. 
Mcnroe,  J.  P.     The  Educational  Ideal. 

Paulsen,  Fr.     Geschichtc  dcs  gelehrten  Unterrichts,  I   (2d  Ed.). 
Quick,  R.  H.     Educational  Reformers. 
SCHMID,  K.  A.     Geschichtc  der  Erziehung,  111.  Pt.  1. 

4  Minor  works,  containing  short  general  articles. 

Browning,  Oscar.     Introduction  to  Educational  Theories. 

CoMPAYRi:,  G.     History  of  Pedagogy.     /  ^  9^~  '  ^  (j  , 

Kurtz,  J.  H.     Church  History,  II. 

MiLUNGER,  J.  B.     History  of  the  University  of  Cambridge;  II.  Erom  1535  to 

the  Accessioti  of  Charles  I. 
Regener,  Fr.     Skiz:::en  snr  Geschichtc  dcr  Piidagogik. 
Russell,  Jas.  E.     German  Higher  Schools. 
Schiller,  Hermann.     Lehrbuch  der  Geschichtc  dcr  Piidagogik. 


XXVI     THREE    EARLY  FRENCH    REALISTS. 

A    Pierre  Ramus   [1515-1572]. 

(Barnard's  Jr.,  XXIV,  131-134;  XXX,  451-464;  Baumeister,  I,  Pt.  1,  104-109;  Mullinojer, 
II,  404-413;  Owen,  ch.  ii;  Schmid,  III,  Pt.  1,  131-154;  Waddington;  Williams,  G8-"74 ; 
Wiirkert.) 

I  LIFE  AND  EDUCATIONAL  IDEAS. 

1  Birth  and  life. 

2  His  text-books. 

3  His  attacks  on  the  Scholastic  and  Aristotelian  philosophy. 

a  Broader-minded  view  of  his  Spanish  contemporary,  A^ives  [1492- 
1540],   as   to  the   value   of   Aristotle's  philosophy.       (Bau- 
meister, I,  Pt.  1,  104-109;  Kayser,  129-166;  Schiller,  120- 
124.) 
1)  Vives'  educational  ideas.       (Barnard's  Jr.,   XXVII,   339- 
351;  Kayser,  166-179;  Monroe,  16-22;  Williams,  65-68.) 

4  Ramus "  views  as  to  the  use  of  the  vernacular. 

5  Reform  of  the  University  of  Paris. 

6  A  victim  of  the  intolerance  of  his  time. 

II  REFERENCES. 

Barnard,  Henry.     Vives  and  his  Influence   (Schmid)  ;  in  Barnard's  Jr.,  XXVII, 

339-351. 
Barxard,  Henry.     Ramus  and  his  Educational  Labors;  in  Barnard's  Jr.,  XXX, 

451-4(i4;  part  of  same  article  in  XXIV,  131-134. 
Baumeister,  A.     Handbuch  der  Erziehiings-  und  Unterrichtslehre,  I,  Pt.  1. 
Kay'SER,  Dr.  Fr.     Joh.  L.  Yives  pudagogische  Schriften.      {Bibl.  Kath.  Pad.,  Vol. 

VIII.) 
Monroe.  Will  S.     Comenius,  and  the  Beginning  of  Educational  Reform. 
MuLLiNGER,  J.  B.     History  of  the  University  of  Cambridge,  II. 
,  Owen,  John.     Skeptics  of  the  French  Renaissance. 

Schiller,  Hermann.     Lehrbuch  der  Geschichte  der  Piidagogik. 
Schmid,  K.  A.     Geschichte  der  Ersiehimg,  III,  Pt.  1. 
Waddington,  Ciias.     Ramus;  sa  vie,  ses  errits,  ct  scs  opinions. 
Williams,  Saml.  G.     History  of  Modern  Education. 
^^  trkert,  Oeorg.     Die  EncycIop(cdie  des  Fetrns  Ramus. 

B.  Francois  Rabelais  [1483-1553]. 

(Browning,  08-79;   Compavre,  91-100;   Conway;   Faguet,  77-126;   Quick,  ch.  v;   Schmid,  III, 
Pt.  1,  190-202;  Van  Laun,  I,  281-295.) 

I  THE    :\IAN    AND    HIS    AA'ORK.      (fBesant;  Fleury,  I,  ch.  1;  Munroe, 
ch.  ii.) 

1  Birth  and  earlv  life. 

147 


C^OL 


I         ^^    oe« 


18 


148  EARLY   FRENCH   REALISTS:    RABELAIS. 

2  His  Life  of  Gargantua  [1535],  and  The  Heroic  Deeds  of  Pantagruel 
[1533]. 
a  First  to  reach  the  masses  in  matters  relating  to  education. 
b  His  books  a  good  portrayal  of  the  Renaissance  and  the  Middle 

Ages  in  conflict. 
c  Effect  of  his  protest  against  Mediasvalism. 
d  Why  he  wrote  as  a  clown  and  a  fool. 

II  HIS    WRITINGS.       (Barnard's  Jr.,  XIV,   147-158;   *Besant;  Mmiroe, 
ch.  ii.) 

1  The  chapters  of  educational  importance. 

a  Life  of  Gargantua:- {Chs.  13,  14,  15,  19,  21,  22,  23,  24.) 
b  Deeds  of  Pantagruel:— {Chs.  5,  6,  7,  8.) 

2  The  story  of  the  books.      (Browning,  68-79;  Compayre,  92-100;  Geb- 

hart,  218-241;  Morley;  Munroe,  95-101.) 
a  His  ridicule  of  the  old  Scholastic  learning, 
b  Outline  of  his  views  on  education. 

1)  Physical  education. 

2)  Greek;  Latin;  Hebrew. 

3)  Physical  and  Natural  Sciences. 

4)  Religious  and  Moral  education. 

5)  Reform  in  methods. 

c  Gargantua 's  letter  to  Pantagruel.     (Deeds  of  Pantagruel,  ch.  viii.) 

3  Rabelais  as  an  educational  reformer.      (Munroe,  ch.  ii.) 

a  Influence  on  Montaigne,  Locke,  Fenelon,  and  Rousseau.      (Arn- 
stasdt,  ch.  X.) 

Ill  REFERENCES. 

Aknstaedt,  Dr.  F.  A.     Francois  Rahelais  und  sein  Traite  d'Education. 

Barnard,  Henry.     Rabelais  and  his  Educational  Views ;  in  Barnard's  Jr.,  XIV, 
147-158. 
*Besant,  Walter.     Readings  in  Rabelais. 
fBESANT,  Walter.     Rabelais.     (Foreign  Classic  Series.) 

Browning,  Oscar.     Educational  Theories. 

CoMPAYRf:,  G.     History  of  Pedagogy. 

Conway,  M.  O.     Eabelais  at  Home;  in  Harper's  Magazine,  LXI,  820-8.30. 

Gebiiart,  Emile.     Rabelais;  la  renaissance  et  la  reforme. 

Faguet,  Emile.     Siezicmc  sieclc;  4tudes  Uttcraires. 

Flelry,  J.     Rabelais  et  ses  ccuvres,  I. 

IVIuNROE,  Jas.  p.     The  Educational  Ideal. 

Quick,  R.  H.     Educational  Reformers. 

Rabklais,  Fr.     Gargantua  and  the  Heroic  Deeds  of  Pantagruel. 

SciiMiD,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  1. 

Van  Laun,  Henri.     History  of  French  Literature,  I. 

Sti)U^,  i4^'  -H-  ^iA.  1^0^-  )^5-. 


149  EARLY  FRENCH  REALISTS:    MONTAIGNE. 

C   Michel  Eyquem  de  Montaigne  [1533-1592], 

(Browning,  79-85;  Compayre,  100-111;  Church,  1-85;  Emerson;  Faguet,  365^21;  Laurie, 
ch.  iv;  Munroc,  95-101;  Owen,  ch.  i;  Painter,  175-179;  Quick,  ch.  vi;  Schmid,  III,  Pt.  1, 
208-255;  Van  Laun,  I,  296-307.) 

I  HIS  LIFE.      (Bonnefon ;  Lowndes,  16-45  ;  Rector,  1-6.) 

1  Birth  and  early  life. 

a  Training  received  from  his  father. 

b  His  experiences  at  the  College  of  Guienne. 

2  His  extensive  learning. 

3  Became  a  lawyer,  and  was  elected  Mayor  of  Bordeaux. 

4  Retired  to  live  on  his  estate  in  1572. 

a  His  tower  room.     (Essays,  bk.  Ill,  ch.  iii.) 

5  His  Essays  [1589-1595].     Two  of  special  educational  importance. 

a  On  Pedantry.      (Essays,  bk.  I,  ch.  xxiv;  Rector,  19-85.) 
b  On  the  Education  of  Children.     (Essays,  bk.  I,  ch.  xxv;  Rector, 
85-109.) 

II  MONTAIGNE'S  IDEAS  ON  EDUCATION.  (*Barnard,  317-334;  Bar- 
nard's Jr.,  IV,  461-478 ;  Lowndes,  37-45;  Munroe,  95-101;  Quick, 
ch.  vi.) 

1  The  Essay  on  the  Education  of  Children. 

a  Value  of  mere  knowledge. 
b  What  constitutes  true  knowledge. 

c  The  ancient  classics  vs.  training  in  judgment  and  virtue. 
d  Things  before  words;  realism  in  education. 

e  Value  of  a  study  of  things  in  preparing  for  political  and  intel- 
lectual freedom. 

2  Effect  on  his  own  age. 

3  Influence  on  Locke  and  Rousseau.      (Rector,  13-18.) 

4  Value  of  his  Essay  for  the  teacher  of  to-day. 

Ill  REFERENCES. 

*Baknard,  Henry.     Oerman  Teachers  mid  Educators. 
Barnard,  Henry.     Montaigne  on  Learning  and  Education   (Raunier)  ;  in  Bar- 
nard's Jr.,  IV,  401-478. 
Bonnefon,  Paul.     Montaigne;  Vhomme  ct  Vceuvre. 
Browning,  Oscar.     Educational  Theories. 

Church,  R.  W.     The  Essays  of  Montaigne;  in  Miscellaneous  Essays. 
Collins,  W.  L.     Montaigne.     (Foreign  Classic  Series.) 
Compayr6,  G.     History  of  Pedagogy. 

Emerson,  E.  W.     Montaigne,  or  the  Skeptic;  in  Representative  Men. 
Faguet,  Emile.     Siezieme  siiclc;  6tudes  littcraircs. 
Laurie,  S.  S.     Teachers'  Guild  Addresses. 
Lowndes,  M.  E.     Michel  de  Montaigne. 


EARLY  FRENCH   REALISTS:    MONTAIGNE.  150 

Montaigne.     Essays,  Bk.  I,  chs.  xxiv-xxv. 

MUNBOE,  Jas.  p.     The  Educational  Ideal. 

Owen,  John.     Skeptics  of  the  French  Renaissance. 

Quick,  R.  H.     Educational  Reformers. 

Rector,  L.  E.     Montaigne's  Education  of  Children. 

SCHMID,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  1. 

Van  Laun,  Henri.     History  of  French  Literature,  I. 


{i^r^^C^^^:  W^^  ^r-d^.  /ro^j.^. 


XXVII     THEORY  AND   PRACTICE  IN   FRANCE 
IN   THE   SEVENTEENTH    CENTURY. 

A    The  Jansenists, 

(Allen,  lect.  v;  Barnard's  Jr.,  XXVIII,  1-16;  Baumeister,  I,  Pt.  1,  179-182;  Browning,  127- 
134;  Buisson,  Pt.  1,  Tome  II,  2409-2417;  Compayre,  153-163,  215-217;  Fischer,  153- 
157;  Munroe,  135-147;  Painter,  224-227;  Sainte-Beuve ;  Schmid,  IV,  Pt.  1;  Stephen, 
I,  essay  vi.) 

I  HISTORY    OF    THE    SOCIETY.      (Beard,  I;  Bowen;   Cadet;  Quick, 
eh,  xi.) 

1  Founded  by  Saint  Cyran, 

2  The  "Little  Schools"  first  established  at  Port  Royal  in  1643. 

3  Small  number  of  pupils  and  teachers, 

4  The  Order  a  reaction  against  the  work  and  the  methods  of  the  Jesuits. 

5  Persecution. 

6  Suppression  of  the  Order  [1660]. 

a  The  members  fled  to  the  Netherlands  and  began  the  writing  of 
those  books  which  have  so  greatly  influenced  educational 
thought. 

II  SOME  OF  THE  FUNDAMENTAL  PRINCIPLES  OF  THE  SOCIETY. 

1  "  You  ought  to  consider  your  children  as  wholly  inclined  to  evil  and  car- 

ried forwards  toward  it.  All  their  inclinations  are  corrupt,  and, 
not  being  governed  by  reason,  they  will  permit  them  to  find  pleasure 
and  diversions  only  in  the  things  that  carry  them  toward  vice." — 
Varet. 

2  "  The  devil  already  possesses  the  soul  of  the  unborn  child." — Saint  Cyran. 

3  "  Education  is,  in  a  sense,  the  one  thing  necessary.     I  wish  you  might 

read  in  my  heart  the  aflection  I  feel  for  children.  You  could  not 
deserve  more  of  God  than  in  working  for  the  proper  bringing  up 
of  children." — Saint  Cyran. 

4  "  The   purpose  of   instruction   is   to   carry   forward   intelligences  to   the 

farthest  point  that  they  are  capable  of  attaining." — Nichole. 

5  "  The  intelligences  of  children  always  being  dependent  on  the  senses,  we 

must,  as  far  as  possible,  address  our  instruction  to  the  senses,  and 
cause  it  to  reach  the  mind,  not  only  through  hearing,  but  also 
through  seeing." — Nichole. 
151 


152  THE    JANSENISTS. 

6  "The  intelligence  of  a  child  is  almost  wholly  pervaded  by  shadows;  he 

catches  glimpses  of  but  few  rays  of  light.  So  everything  depends 
on  managing  these  rays.,  of  increasing  them,  and  on  exposing  to 
them  whatever  we  wish  the  child  to  comprehend." — Nichole. 

7  "  The  sciences  should  be  employed  only  as  an  instrument  for  perfecting 

the  reason." — Nichole. 

8  "  Speak  little,  forgive  much,  pray  more." 


III  NATURE    OF   THEIR   INSTRUCTION.      (Beard,    II,   ch.   ii;   Bowen; 

Buisson;  Cadet;  Munroe,  135-147;  Quick,  cli.  xi.) 

1  Classes;  conversation;  out-of-door  lessons. 

2  Discipline;  demeanor  of  pupils. 

3  Scope  of  personal  influence. 

4  Affection  for  children. 

5  Reason  vs.  memory  in  training. 

6  The  education  of  girls. 

IV  PEDAGOGICAL  PRINCIPLES;  ADVANCES  IN  METHOD.     (Beard, 

II,  ch.  ii;  Bowen;  Cadet;  Munroe,  135-147;  Quick,  ch.  xi.) 

1  Emulation. 

2  Memory. 

3  Interest. 

4  Equal  education  of  the  sexes. 

5  Emphasis  placed  on  the  modern  languages. 

a  Instruction  in  the  mother  tongue. 

b  The  study  of  Latin. 

c  Treatises  on  the  study  of  Spanish  and  Italian. 

6  Greek  taught  directly  from  the  French  and  not  through  the  medium 

of  Latin, 
a  This  declared  to  be  impious  by  the  Jesuits. 

7  Reform  in  methods  of  teaching  Latin. 

8  Introduced  phonics  into  the  teaching  of  reading. 

V  RESULTS  AND  IMPORTANCE  OF  THEIR  WORK.     (Cadet;  Munroe, 
135-147;  Quick,  ch.  xi.) 

1  Their  educational  experiment  the  best  in  France  before  the  middle  of 

the  nineteenth  century. 

2  Their  work  in  the  nature  of  a  protest. 

3  The  slow  but  gradual  aecceptance  of  many  of  their  ideas. 


153  THE  JAXSENISTS:   FENELOX. 

VI  REFERENCES. 

Allen,  Jos.  H.     Christian  History;  Tliird  Period. 

Baknard,   Henry.     Port-Royalists  and  their  Educational   Work ;    in  Barnard's 

Jr.,  XXVIII,  1-16. 
Baumeisier,  a.     Handhuch  der  Erziehungs-  inul  Uuterrichtslehre,  I,  Pt.  1. 
Beard,  Chas.     Port  Royal.     2  Vols. 
BowEN,  H.  C.     Jansenists  and  their  Schools;   in  Educ.  Rev.,  VI,  485-492,  VII, 

64-70. 
Browning,  Oscar.     Educational  Theories. 
BuissoN,  F.     Dictionnaire  de  pedagogie  et  d'instruction  primaire,  Pt.  1,  tome  II. 

(See  article  Port  Royal.) 
Cadet,  Felix.     Port  Royal  Education.      (Transl.  by  A.  H.  Jones.) 
Compayre,  G.     History  of  Pedagogy.   I  S'Z  -  /6  3  . 
Fischer,  Kuno.     Descartes  and  his  School. 
MuNROE,  Jas.  p.     The  Educational  Ideal. 
Quick,  R.  H.     Educational  Reformers. 
Saint-Beuve,  C.  a.     Port  Royal.     5  Vols. 
SCHMID,  K.  A.     Geschichte  der  Erziehung,  IV,  Pt.  1. 
Stephen,  Sir  Jas.     The  Port-Royalists;  in  Essays  in  Ecclesiastical  Biography,  I. 


B     Abbe  de  Fenelon    [1651-1715' 


(Barnard's  Jr.,  XIII,  477-494;  XXX,  481-490;  Buisson,  Pt.  1,  tome  I,  998-1002;  Compayr^, 
eh.  viii;  Faguet,  331-382;  Fenelon,  1-71;  Munroe,  147-152;  Painter,  227-234;  Sall- 
wiirk,  39-106;  Schmid,  IV,  Pt.  1,  500-562;  Williams,  eh.  viii;  Van  Laun,  II,  341-351.) 

I  LIFE  AND  WORK  AS  A  TEACHER. 

1  The  convent  for  "New  Catholics." 

2  Preceptor  of  a  son  of  Louis  XIV  [1689-1695]. 

a  His  famous  work.      (Barnard's  Jr.,  XIII,  477-494;  XXX,  481-^ 

490;  Compayre,  177-182.) 
b  Books  composed  for  his  royal  pupil : — 

1)  Collection  of  Fables. 

2)  Dialogues  of  the  Dead. 

3)  The  Existence  of  God. 

4)  Telemachus. 

c  Teaching  with  him  an  art. 

II  FE'NELON'S  the  EDUCATION  OF  GIRLS.      (Lupton;  Sallwiirk.) 

1  Written  in  1680 ;  published  in  1687. 

a  How  the  book  came  to  be  written. 

2  Analysis  of  the  work. 

a  Importance  of  the  education  of  girls. 

b  Defects  in  the  ordinary  education  of  girls 


154  FENELON:    LA    SALLE. 

e  Fundamental  principles  in  the  education  of  both  boys  and  girls. 

1)  Imitation. 

2)  Indirect  instruction. 

3)  Pleasurable  activity. 

4)  Use  of  stories. 

5 )  Religious  instruction. 

d  Merits,  faults,  and  duties  of  women. 

Ill  REFERENCES. 

Baenard,  Henry.     Fenelon  and  his  Educational  Views;  in  Barnard's  Jr.,  XIII, 

477-494. 
Barnard,  Henry.     Fenelon  and  the  Duke  of  Burgundy;  in  Barnard'' s  Jr.,  XXX, 

481-490. 
BtJissoN,  F.     Dictionnaire  de  pedagogic  et  d'instruction  pi-imaire,  Pt.  1,  tome  I. 

(See  article  Fenelon.) 
CoMPAYRE,  G.     History  of  Pedagogy.   I  c?  V""  /  o  6?  • 
Faguet,  Emile.     Dix-septiime  siecle;  etudes  litt^raires. 
MuNEOE,  Jas.  p.     The  Educational  Ideal. 
Saxlwurk,  Dr.  E.  von.     Fenelon  und  die  Litteratur  der  weiblichen  Bildung  in 

Frankreich.      (Bihl.  Pad.  Klass.,  Vol.  XXV.) 
SCHMID,  K.  A.     Geschichte  der  Erziehung,  IV,  Pt.  1. 
Van  Laun,  Henri.     History  of  French  Literature,  II. 
Williams,  S.  G.     History  of  Modern  Education. 

C   La  Salle^  and  Primary  Education. 

(tAzarias,  207-260;  Beaurepaire,  11,  chs.  i-v;   Fontaine,  chs.  i-v;   Schmid,  III,  Pt.  1,  110- 

255;   IV,  Pt.  1,  404-502.) 

I  EFFORTS  MADE  BEFORE  LA  SALLE. 

1  Nature  of  the  educational  work  of  the  Catholic  Church  before  the  18th 

century.     (Alain,  chs.  iii,  iv;  AUain;  *Azarias;  fAzarias,  ch.  v; 
Barnard's  Jr.,  XX,  211-216;  Lacroix,  ch.  x;  Soulice.) 
a  The  Church  Schools. 

1)  For  whom  intended.     "What  was  taught. 

a)   Ordinance  of  Louis  XIV  [1698]. 

2)  Object  of  the  instruction.     Discipline. 

3)  Conflicts  of  authority  betAveen  the  masters. 

4)  Condition  of  the  teaching  force. 

b  Religious  foundations   [Charity  Schools]. 

2  Education  of  girls.      (Compayre,  ch.  x;  Williams,  ch.  viii.) 

a  Conventual  education. 

1)  Object  of  instruction. 

2)  Number  of  Associations  founded  after  1500. 


155  LA    SALLE. 

b  At  Port  Royal. 

1)  Jacqueline    Pascal's    Regulations    for    Children     [1657]. 
(Buisson,  Pt.  1,  tome  II,  2215-2218.) 
c  Saint  Cyr  an  advanced  type. 

1)  Work  of  Madame  de  Maintenon  [1686-1692,  1692-1717]. 
(Buisson,  Pt.  1,  tome  II,  1770-1775,  3079-3091;  Faguet, 
383-422;  Greard,  73-167;  Sallwiirk,  199-222.) 

3  The  Parish  School,  or  the  Manner  of  Properly  Instructing  the  Chil- 

dren in  the  Little  Schools  [Paris,  1655]. 
a  This  manual  long  a  standard  work, 
b  Subjects  of  instruction, 
c  Primary  and  secondary  education  still  confused. 

4  Efforts  of  Father  Demia  [Lyons,  1666].    (Buisson,  Pt.  1,  tome  I,  660.) 

a  His  Proposals  for  the  Estahlishment  of  Christian  Schools  for  the 

Poor  [1668]. 
b  His  instruction, 
c  Management  of  the  schools  at  Lyons. 

II  THE  WORK  OF  LA  SALLE  AND  THE  BRETHREN.    (Barnard's  Jr., 
XX,  211-216 ;  Buisson,  Pt.  1,  tome  II,  1514-1522 ;  Compayre,  eh. 

xii ;  Fontaine,  chs.  i-iv ;  Ravelet. ) 

1  Life  [1651-1719]   and  character. 

2  The  "Institute  of  the  Brethren"  founded  in  1684;  sanctioned  1724. 

(Barnard's  Jr.,  Ill,  437-448.) 
a  Early  beginnings, 
b  Object  of  the  Institute, 
c  The  idea  of  gratuitous  and  compulsory  instruction. 

3  The  Conduct  of  Schools  [1720,  1811,  1870]. 

a  Daily  work  of  the  schools. 

1)  The  teacher.     Methods  employed. 

2)  Class  method  of  instruction  introduced. 

3)  Limited  curriculum. 
b  Discipline. 

c  Training  of  masters.       (Barnard's  Jr.,  Ill,  437-448;  same  art. 
XXX,  729-735.) 

4  Merits  and  defects. 

Ill  CONDITION  AND  CONCEPTION  OF  PRIMARY  EDUCATION  IN 
FRANCE  BY  1700.  (Alain,  chs.  iii,  iv;  Allain;  Arnold,  ch.  iii: 
fAzarias,  ch.  viii;  Babeau;  Fontaine,  ch.  v;  Lacroix,  ch.  x; 
Muteau,  pt.  2,  375-597;  Picavet,  ch.  ii;  Soulice.) 

1  The  Catholic  view. 

2  The  French  Protestant  view. 


156  LA    SALLE:   ROLLIN. 

IV  REFEKENCES. 

Alain,  L'Abbe.     L' instruction  primaire  en  France  avant  la  Ilevolution. 
Allain,  Ernest.     Les  dernier  travaux  sur  I'histoire  de  I'instruction  primaire: 

etat  actual  de  la  question;   in  Revue  des  questions  historiques,  XXXIII, 

516-566. 
Arnold,  M.     Popular  Education  in  France. 
*AzABiAS,  Brother.     The  Primary  School  in  the  Middle  Ages;  in  Educ.  Rev.,  I, 

220-243.      (Also  in  fAzarias.) 
fAzABiAS,  Brother.     Essays  Educational. 

Babeatj,  a.     L'instruction  primaire  dans  les  campagnes  avant  1789. 
Barnard,  Henry.     La  Salle's  Institute  of  Christian  Brothers;  in  Barnard's  Jr., 

Ill,  437-448;  XXX,  729-735. 
Barnard,  Henry.     History  of  Instruction  in  France  to  1789;  in  Barnard's  Jr., 

XX,  211-216. 
Beavrepaire,  Ch.  de  R.     Recherches  sur  I'instruction  puhlique  dans  le  diocese 

du  Rouen  avant  1789,  II. 
BrissON,  F.     Dictionnaire  de  pedagoc/ie  et  d'instruction  primaire,  Pt.  1,  tomes 

I  and  11.  C^rj--  Z^f  C^A  -Jl,  ^^'^^T^V^^O 


^'/(U&.-K^n:^.]'^^- 


Compayre,  G.     Eistory  of  PedagogyTiX  J 

Faguet,  Emile.     Dix-septitme  sieclejctudes  litteraires. 

Fontaine  de  Resbecq,  Count.     Histoire  de  I'enseignement  primaire  avant  1789 

dans  les  communes  du  nord. 
Greard,  Oct.     L'education  des  femmes. 

Lacroix,  Paul.     The  18th  Century;  its  Institutions,  Customs,  and  Costumes. 
La  Salle.     Conduct  of  the  Christian  Schools.     [1720,  1811,  1870.] 
MuTEAU,  Chas.     Les  4coles  et  colleges  en  Province  depuis  les  temps  les  plus 

recules  jusqu'en  1789. 
PiCAVET,  F.     L'edtication. 

Ravelet,  Armand.     Le  hienheureux  J.  B.  de  La  Salle. 
Sallwurk,  Dr.  E.  von.     Fenelon  und  die  Litteratur  der  iDeiblichen  Bildung  in 

Frankreich.      (Bill.  Pad.  Klass.,  Vol.  XXV.) 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  1;  IV,  Pt.  1. 
SouLiCE,  M.  L.     Notes  pour  servir  a  Vhistoire  de  I'instruction  primaire  dans  les 

Basses-Pyrenees  [1385-1880]. 

D    Rollings  Picture  of  Higher  Education. 

(Buisson,  Pt.   1,  tome  II,  2620-2624;    Compayre,  ch.  xi;   Van  Laun,   III,   19-22;   Williams. 

281-290.) 

I  THE  TREATISE  ON  STUDIES   [1726-1728]. 

1  Life  and  work  of  Rollin  [1661-1741]. 

2  A  commentary  on  methods  in  use  at  the  time. 

3  The  Treatise.      (Barnard's  Jr.,  XXIII,  17-46;  Cadet.) 

a  Elementary  education  of  boys  and  girls. 
1)   Theoretical  considerations. 


19 


157  ROLLIN. 

b  The  study  of  languages. 

1)  A  place  for  French, 
c  Ideas  upon  the  study  of  history  and  natural  phenomena, 
d  Discipline  and  moral  education. 

4  His  debt  to  other  writers. 

5  The  significance  of  his  Treatise. 

II  REFERENCES. 

Barnard,  Henry.     Rollin  on  the  Education  of  Youth;  in  Barnard's  Jr.,  XXIII, 

17-46. 
BuissON,  F.     Dictionnaire  de  pedagogie  et  d'instruction  primaire,  Pt.   1,  tome 

II.      (See  article  i?oHm.) 
Cadet,  F.     Rollin,  Trait4  des  etudes. 
CoMPAYRE,  G.     History  of  Pedagogy.  Jii  3"^  ' 0/  S  ^ 
Van  Laun,  Henri.     History  of  French  Litterature,  III. 
Williams,  S.  G.     History  of  Education. 


XXVIII     EDUCATION    IN    ENGLAND,  FIFTEENTH 
TO   THE  EIGHTEENTH    CENTURY. 

(*Bariiard,  1-176;  Barnard's  Jr.  as  cited;  Holman,  ch.  i;   Schmid,  III,  Pt.  1,  256-439.) 


I  THE  OLD  TYPES  IN  EDUCATION.     (Syllabus,  sect.  XXII.) 

1  The  old  Catholic  educational  system. 

2  Guild  and  burgh  schools. 

3  Private  schools  and  tutors. 

4  Endowed  grammar  schools. 


TITLE-PAGE    OF    HORNBYE'S    HORN-BOOK    [1622]. 

A  school  boy  is  being  taught  to  read  from  a  Horn-Book,  and  is  pointing  to  the  letter 
B  with  a  fescue.     (From  the  title-page  of  Hornbye's  Horn-Book,  printed  in  London  in  1622.) 

II  WINCHESTER,  THE  NEW  MODEL  SCHOOL.  (Aronstein,  46-65; 
Barnard's  Jr.,  XVI,  497-532;  Browning,  ch.  xii;  *Leach;  Min- 
chin,  330-407;  Staunton,  62-163;  Timbs,  21-25;  Warner.) 

1  Foundation  deed  executed  by  AVilliam  of  Wykeham  [1382]. 

2  Nature  of  the  new  school. 

158 


159  EyOLAyO,   FIFTEENTH    TO   EIGHTEEXTH    CEXTURIES. 

3  The  Statutes  of  the  new  school.     (*Leach,  ch.  vi.) 

a  Provision  made  for  a  AVarden,  Head  Master,  ten  Fellows,  three 
'  Chaplains,  an  Usher,  seventy  Scholars,  three  Chapel  Clerks, 
sixteen  Choristers,  and  a  large  staff  of  servants. 

1)  Duties  of  each. 

2)  Symbolic  meaning  of  the  numbers, 
b  The  AA^arden  and  Fellows  the  Trustees. 

c  Scholars    [Foundationers]    vs   Commoners    [Non-Foundationers]. 
(*Leach,  ch.  viii.) 

1)  Age,  and  method  of  admission. 

2)  Privileges  given  to  whom. 

d  Connection  with  New  College,  Oxford. 

4  Internal  management. 

a  Supervision  of  a  master. 

b  Student  control  and  its  results. 

e  Fagging. 

5  Admission  requirements:    "Reading,  plain  song,  and  Old  Donatus." 

6  Studies  and  school  life.     (Barnard's  Jr.,  XXIV,  433^36;  Sheldon, 

eh.  iv.) 
a  In  the  fourteenth  century.     (*Leach,  ch.  xiv.) 
b  In  1550.     (*Leach,  eh.  xx.) 

1)  School  hours. 

2)  Authors  read. 

c  Only  minor  changes  until  the  second  half  of  the  nineteenth  cen- 
tury.     (Syllabus,  sect.  XXXIX.) 

Ill  TAA^O  OTHER  EARLY  ENGLISH  SCHOOLS.     (Aronstein,  55-65;  Bar- 
nard's Jr.,  VIII,  257-282.) 

1  Eton,  founded  by  Henry  VI  [1440] .     (*Barnard,  5-9  ;  Clutton-Brock ; 

Oust;  Heywood  and  AVright;  Lyte;  Minchin,  45-113;  Mullinger, 
I,  301-311;  Staunton,  1-61;  Timbs,  29-35.) 
a  Connection  with  King's  College,  Cambridge. 

b  Statutes  almost  the  same  as  at  AVinchester.     (Clutton-Brock,  eh. 
i;  Cust,  ch.  i;  fLeach,  eh.  xvi;  Lyte,  eh.  i.) 
1)   Statute  provisions. 

2  St.  Paul's  School,  London  [1512].    <*Barnard,  49-80;  Barnard's  Jr., 

XA^I,  657-688,  XXVIII,  729-736  ;*IIazlitt,  ch.  vii;  Lupton,  ch.  ix; 
Staunton,  164-179;  Syllabus,  p.  116;  Traill,  III,  85-98.) 
'    a  A  day  vs  a  boarding  school,  and  open  to  any  scholar, 
b  Its  Statutes.     (*Barnard,  above;  Barnard's  Jr.,  above;  *Hazlitt, 
ch.  vii;  Lupton,  271-284;  Staunton,  179-185.) 
1)  For  one  hundred  seventy  three  scholars, 
c  Studies  and  purpose. 


160  ENGLAND,   FIFTEENTH    TO    EIGHTEENTH    CENTURIES. 

IV  THE  REFORMATION  AND  EDUCATION  IN  ENGLAND.     (Adams, 
14-28;  May,  II,  clis.  xviii-xx;  Mark,  1-36;  Syllabus,  p.  130.) 

1  Suppression     of    the    Monasteries    by    Henry    VIII     [1536-1539]. 

(Aubrey,    II,    139-151;    Gasquet;    Perry,    ch.    iv;    Traill,    III, 
54-70;  Wishart,  ch.  vii.) 
a  Effect  of  this  upon  education,     (f Leach;  MuUinger,  II,  20-34; 
Spalding,  5-10.) 

2  General    effect    of    the    Reformation    in    England    upon    education. 

(f Leach;  Perry,  ch.  ix;  Spalding,  5-10.) 
a  Comparison  with  Scotland  and  Germany  as  to  the  forces  operating 
and  as  to  the  results  attained. 

1)  Why  Germany  tended  toward  a  State  educational  system. 

2)  Why  England  tended  toward  a  Church  educational  system. 

3  Schools  founded  by  or  during  the  reigns  of :—( Adams,  14-28;  *Bar- 

nard,  81-117;  Barnard's  Jr.,  VIII,  257-282,  XXVIII,  739-752; 
Carlisle;  f Leach;  Spalding,  5-10;  Timbs.) 

a  Henry  VIII  [1509-1547],  sixty-three. 

b  Edward  VI  [1547-1553],  fifty.  (fLeaeh;  Traill,  III,  228-230, 
265-266.) 

c  Mary  [1553-1558],  nineteen. 

d  Elizabeth  [1558-1603],  one  hundred  thirty-eight. 

e  James  I  [1603-1625]  and  Charles  I  [1625-1649],  one  hundred 
forty-two. 

f  The  Commonwealth  and  the  Protectorate  [1649-1660]  ;  Charles  II 
[1660-1685],  and  James  II  [1685-1688],  one  hundred  forty- 
six. 

g  The  Civil  Wars  of  the  17th  Century  put  an  end  to  the  founding 
of  schools. 

4  The  above  list  includes:  — 

a  The  following  "Great  Public  Schools."     (Arnold;  Kegan  Paul.) 

1)  Shrewsbury   [1551].     (Staunton,  404-441.) 

2)  Westminster   [1560].     (Airy;  Minchin,  274-329.) 

3)  Rugby  [1567].     (Bradby;  Minchin,  196-234;  Rouse;  Staun- 

ton, 350-404.) 

4)  Harrow    [1571].      (Minchin,   114-161;  Staunton,   302-350; 

Thornton ;  Williams. ) 

5)  Charterhouse  [1609].      (Minchin,  1-44;  Staunton,  257-301; 

Tod;  AVilmot  and  Streatfield.) 
b  The  following  famous  London  Schools. 

1)   St.  Paul's  [1512].     (*IIazlitt,  ch.  vii;  Minchin,  235-273.) 


161  ENGLAXD,   FIFTEENTH    TO   EIGHTEENTH    CENTURIES. 

2)  Merchant  Taylors'  [1561].     (*Barnard,  9-11;  *Hazlitt,  ch. 

ix;  Minchin,  162-195;  Staunton,  210-256.) 

a)  "But  first  see  that  they  can  the  Cateehisme  in  Eng- 
lish or  Latyn,  &  that  every  of  the  said  two  hundred 
&  fifty  schollers  can  read  perfectly  &  write  com- 
petently, or  els  lett  them  not  be  admitted  in  no 
wise." — Extract  from  the  Statutes. 

3)  Christ's  Hospital   [1619].      (Staunton,  442-480.) 

c  Dulwich  [1619],  the  last  foundation  until  the  Victorian  era. 
5  Nature  and  purpose  of  the  schools  established.      (Carlisle.) 
a  "Public  Schools." 
b  "Grammar  Schools." 

1)  Many  of  these  only  re-endowed  Pre-Reformation  schools. 

a)  Retention  of  the  old  administrative  machinery. 

2)  Extent  to  which  the  early  models  were  followed. 


THE    EKKE    .Si  lJ(»(»i.    Al     llAliitUW. 
(Building  finished  in  15!)3.     ]''roni  a  picture  published  by  Ackermann  in  1816.) 


162 


ENGLAND,   FIFTEENTH    TO    EIGHTEENTH    CENTURIES. 


c  Subject  matter  of  instruction.  (Barker;  Field,  chs.  vi-viii; 
*Hazlitt,  chs.  vi-x,  xvi,  xviii;  jHazlitt;  Keatinge,  131-135; 
Mark,  index;  Ray;  Timbs.) 

1)  Studies   at    Ipswich    [1528].       (Barnard's    Jr.,    XXVIII, 

737-738;  Keatinge,  132-133.) 

2)  What  Shakespeare  learned  at  school 

[c.  1674-1680].      (Baynes.) 

3)  Eton  in  the  17th  century.      (Oust, 

81-103.) 

in   use.      (*Barnard, 


4)   School   books 
208-224.) 
Education  of  girls. 


(*Hazlitt,  ch.  xiii.) 


ilmnopqtjf 

SntticjDamc  ofcoDtJic 
)  tut  ^out  <P^oa:  amtti 

r<  Or:f  athtt.ttftict)  art  in  0)fa. 
•-^ ocn, OalotDti)  be  (ftp i!5aiti« 
Zi\p  hinijoora  comt  ;'^6p  toil  bt 
)cme  (11  Caril),as  It  ts  inl^tabcm 
t>mt'03  this  Dap  OUT  Daiip  baeati 
JnDfoJBiiwtis  oiirttefpaflss.aft 
ate  fo;Biue  tt)ein  tijat  trefpalte 
sgaina  t!i»ant)  leabc  UB  not  into 
temptation  aautDdibcrtosfcam 
tbill ;  fn  ttjmt  IS  tt)e  hmflDomt, 
potocr,an.&  Bloj<eJoj  tbet  amen-. 


V  TRADITIONS  ESTABLISHED. 

1  The  "English  Public  School  System"  as  es- 

tablished by  1600. 

2  Influence  of  these  schools  in  fixing  the  tradi- 

tions of  English  secondary  education, 
a  Aristocratic  nature  of  these  schools, 
b  Opposition  of  the  masters,   felloM^s,   and 

many  of  the   English  people   to  an 

extension  of  secondary  education. 

VI  ELEMENTARY  EDUCATION. 

1  The  religious  troubles  of  the  17th  century  en- 

grossed the  attention  of  the  clergy,  re-  ^  HORNBOOK. 

suiting  in: — 
a  Stagnation  within  the  Church, 
b  Almost  complete  neglect  of  the  education  of  the  poor. 

2  Primary  school  foundations  and  Charity  Schools  belong  to  the  18th 

century. 

3  Conditions  not  materially  changed  from  what  they  were  before  the 

Reformation.     (See  Syllabus,  p.  125,  II,  4,  and  II,  5.) 

4  Progress  in  Scotland  contrasted  wdth  conditions  in  England.      (Bar- 

nard's Jr.,  IX,  215-224:  *IIazlitt,  ch.  xii;  Mackintosh,  II,  397- 
405;  III,  375-388;  Russell;  Steven.) 
a  Reason  for  the  difference. 


163  ENGLAND,   FIFTEENTH    TO    EIGHTEENTH    CENTURIES. 

VII  REFERENCES. 

1   Sources  and  Secondary  Authorities.     Many  of  the  secondary  authorities  contain 

reprints  of  or  extracts  from  sources. 
Adams,  Fkancis.     History  of  the  Elementary  School  Contest. 
Aronstei>',  Ph.     The  Development  of  English  Secondary  Schools  for  Boys;   in 

Bep.  U.  S.  Com.  Educ,  1899-1900,  I,  45-84. 
Barkek,  Geo.  F.  R.     Memoir  of  Richard  Bushy,  icith  some  account  of  West- 
minster School  in  the  llth  Century. 
Barnard,  Henry.     The  Public  or  Foundation  Schools  of  England;  in  Barnard's 

Jr.,  VIII,  257-282. 
Barnard,  Henry.     Progress  of  Elementary  Education  in  Scotland;  in  Barnard's 

Jr.,  IX.,  215-224. 
Barnard,  Henry.     William  of  Wykeham  and  St.  Mary's  College;  in  Barnard's 

Jr.,  XVI,  497-532. 
Barnard,  Henry.     Greek  Literature  in  England;  in  Barnard's  Jr.,  XXIV,  433- 

436. 
Barnard,  Henry.     John  Colet  and  St.  PauFs  School;   in  Barnard's  Jr.,  XVI, 

057-688;  XXVIII,  729-736. 
Barnard,   Henry.     Studies   for   Ipswich    Grammar    School    (Cardinal   Wolsey, 

1528)  ;  in  Barnard's  Jr.,  XXVIII,  737-738. 
Barnard,  Henry.     Historical  Sketch  of  Shrewsbury,  Eton,  and  Merchant  Tay- 
lors' Schools;  in  Barnard's  Jr.,  XXVIII,  739-742,  749-752. 
*Barnard,  Henry.     English.  Pedagogy,  Old  and  New.     (2d  series.) 
Baynes,    Thos.    S.     What    Shakespeare   Learnt   at    School    [c.    1674-1680];    in 

Eraser's    Magazine,    New    Series,    XX,    604-621;    XXI,    83-102,    619-641. 

[1879-1880]. 
Field,  Mrs.  E.  M.     The  Child  and  His  Book. 
Gasquet,  F.  a.     Henry  Till  and  the  English  Monasteries. 
*Hazlitt,  Wm.  Carew.     Schools,  School-Boohs,  and  Schoolmasters. 
fHAZLiTT,   Wm.   Carew.     Further   Contributions   towards   a   History   of   Earlier 

Education  in  Great  Britain;  in  The  Antiquary,  XXXV,  6-11,  43^9,  107- 

112,  204-210,  261-267,  371-376;  XXXVI,  138-142,  210-215. 
Heywood,  Jas.,  and  Wright,  Thos.     Statutes  of  King's  College,  Cambridge,  and 

Eton  College  [15th  Century]. 
HOLMAN,  H.     English  National  Education. 
Keatinge,  M.  W.     The  Great  Didactic  of  Comenius. 
fLEACH,  A.  F.     English  Schools  at  the  Reformation,  1.5Jt6-15.'i8. 
LuPTON,  J.  H.     A  Life  of  Colet. 
Mark,  H.  T.     Educational  Theories  in  England. 

Mullinger,  J.  B.     History  of  the  University  of  Cambridge,  I  and  II. 
Ray,  L.  D.     A  Scholar's  Note-Book  of  Cromwell's  Time;  in  Education,  X,  615- 

623. 
Russell,  John.     Four  Centuries  of  Scotch  Education;  in  Education,  I,  205-228. 
Schmid,  K.  a.     Geschichte  der  Erziehiing,  III,  Pt.  1. 
Sheldon,  Henry.     Student  Life  and  Customs. 
Spalding,  T.  A.     The  Work  of  the  London  School  Board. 
Steven,  Wm.     The  History  of  the  High  School  at  Edinburgh. 
TiMBS,  John.     School  Days  of  Eminent  Men. 
Traill,  H.  D.     Social  England,  III. 
WifSHART,  A.  W.     Short  History  of  Monks  and  Monasticism. 


k\<;l.\m>,  FiFTEKyrii  m  j:i<;hti:j:\tii  cksh  rikh.  164 

Special  Histoiii-.s  of  the  '"  (heal  Public  Soliools." 
Airy,  Reginald.     ^Velitminster. 
Arnold,  Edward  (Publ.).     dreut  Public  ^^chools. 
Bkaduy,  H.  C.     Jiiiyhy. 

Carlisle;,  Nicholas.     Kndourd  ({ranuiiar  Schools  in   Etujlnnd  and  Wales.      (2 
Vols. ) 

Clltton -Brock,  A.     Eton. 

» 
CusT,  Lionel.     A  History  of  Eton  College. 

Kegan  Paul  &  Co.  (Pubis.).     Our  Public  Schools. 

"*Leach,  A.  F.     A  History  of  Winchester  College. 

Lyte,  H.  C.  Maxwell.     A  History  of  Eton  College. 

MiNCUiN,  J.  G.  C.     Our  Public  Schools  and  Their  Influence  on  English  History. 

Rouse,  W.  H.  D.     History  of  Rugby  School, 

Staunton,  Howard.     The  Great  Schools  of  England. 

Thornton,  P.  M.     Harroio  School  and  its  Surroundings.    . 

Tod,  a.  H.     Charterhouse. 

Warner,  R.  T.     Winchester. 

Williams,  Fischer.     Harrow. 

WiLMOT,  E.  P.  E.,  and  Streatfield,  E.  C.     Chnrterhou.^e,  Old  and  yew. 

Other  histories  are  in  preparation. 

General  ^^'orks. 

Aubrey,  W.  H.  S.     Rise  and  Growth  of  the  English  Nation,  II. 

May,  Sir  Thos.  E.     Democracy  in  Europe,  II. 

Perry,  Geo.  G.     History  of  the  Reformation  in  England.  «       /-»  TN     •     C    I  ^ 


XXIX     SOME   EARLY   ENGLISH    THEORISTS. 

A  EoGER  AscpiAM,  The  Humanist  [1515-15661. 

(Brooming,  85-90;  Fitch,  lect.  vii :  Gill,  4-13;  Hazlitt,  ch.  xv;  Katterf eld ;  Laurie,  ch.  v; 
Mark,  index;  Pavne,  57-63;  Quick,  ch.  vii;  Schmid,  III,  Pt.  1,  349-372;  Traill,  III, 
333-337.) 

T  HIS  LIFE  AND  TIMES.       (*Barnard,  23-38;  Barnard's  Jr.,  Ill,  23- 
39;  Carlisle,  1-45;  Giles,  I,  pp.  ix-e ;  Mayor,  1-56.) 

1  Entered  St.  John's  College,  Cambridge,  at  fifteen. 

a  His  contact  with: — 

1)  Sir  John  Cheke. 

2)  Dr.  John  Readman, 

a)  Work  of  these  men  in  preparing  the  way  for  the  Eng- 
lish tongue, 
b  Became  a  Fellow  after  many  years  of  study, 

2  Teacher  of  Queen  Elizabeth. 

3  A  picture  of  the  man. 

4  A  picture  of  education  at  the  time. 


SEAL    OF    LUUTH    GKA-^nlAK    SCHOOL,    A.  D.,    1552. 

(From  Green's  Short  Historji  of  the  English  People,  Hid.  Ed.,  Harper  &  Bros.,  N.  Y.     Repro- 
duced by  perniission   of   the   publishers.) 

5  The  origin  of  the  Scholemaster.      (See  Preface;  also  *Barnard,  45- 

55;  Barnard's  Jr.,  IV,  155-166;  Carlisle,  38-45.) 

6  Relation  to  Sturm  ins. 

165 


20 


166  EARLY  ENGLISH   THEORISTS:   ASCHAM. 

II  ASCHAM 'S  SCHOLEMASTEll.      (Arber  edition;  Barnard's  Jr.,  XI, 

57-76.) 

1  The  First  Booke— The  Brynging  Vp  of  Youth. 

a  Brutality  and  ignorance  of  scholemasters.      (Arber  edition,  sees. 

60,  70-72 ;  fBarnard,  325-336;  Barnard's  Jr.,  XXVI,  325- 

336.) 
b  Encourage  inquiry.      (Sect.  64.) 
c  Quicke  wittes  and  harde  wittes.     (Sects.  73-78.) 
d  Colts  better  trained  -than  children.      (Sects.  83-84.) 
e  The  qualities  of  a  goode  witte.      (Sects.  85-91.) 

1)  Goode  physique  and  expression. 

2)  Goode  memorie. 

3)  Giuen  to  loue  of  learning. 

4)  A  lust  to  labor  and  a  wille  to  take  paines. 

5)  Glad  to  heare  and  learne  of  an  other. 

6)  Desire  to  searche  out  any  dou(b)te. 

7)  Loueth  to  be  praised  for  welle  doing. 

f  The  dutie  of  the  scholemaster  in  brynging  out  these  poyntes. 

g  Lady  Jane's  pleasure  in  learning.      (Sect.  100.) 

h  Bad  state  of  affairs  with  noble  men's  children.      (Sect.  107.) 

1)  Payrent's  neglect  of  their  dutie. 
i  Trauel   in    earlie    education;    the    dangers    of    trauel  in    Italic. 
(Sects.  146-176.) 

2  The  Seconde  Booke— The  Ready  Way  to  the  Latin  Tong. 

a  Aschani's  method. 

1)  The  elementary  steps. 

2)  Advanced  work, 

3)  Books  to  be  read. 

4)  Influence  of  Sturmius. 

Ill  REFERENCES. 

1  Ascham's  Scholemaster. 

AscHAM,  Roger.     The  Scholemaster.     (Arber  Editioiij  Heath's  Ped.  Libr.,  Re- 
print 1570  Ed.) 
Gim;s,  J.  A.     Works  of  Roger  Ascham,  III. 
Mayor,  J.  E.  B.     The  Scholemaster  of  Roger  Ascham. 

2  Secondary  Authorities  and  General  Works. 

Barnard,  Henry.     Aschanij  Life  and  Works;  in  Barnard's  Jr.,  Ill,  23-46. 
Barnard,  Henry.     Ascham's  Scholemaster    (Abstract)  ;    in  Barnard's  Jr.,  XI, 

57-76.      (Preface  of  and  notes  on,  IV,  155-166.) 
Barnard,  Henry.     School  Punishments  Historically  Considered    (Cooper)  ;   in 
Barnard's  Jr.,  XXVI,  325-336. 
*Barnard,  Henry.     English  Pedagogy. 
fBARNARD,  Henry.     English  Pedagogy,  Old  and  New.     (2d  Series.) 


167  EARLY   ENGLISH   THEORISTS:   MILTON. 

Browning,  OscaR.     Educational  Theories. 

Carlisle,  Jas.  H.   (Ed.).     Samuel  Johnson's  Memoir  of  Ascham;  in  Tioo  Great 

Teachers. 
Fitch,  Sir  J.  G.     Educational  Aims  and  Methods. 
Giles,  J.  A.     Works  of  Roger  Ascham.     3  Vols. 
Gill,  John.     Systems  of  Education. 

HazlitTj  Wm.  Carew.     Schools,  School-Books,  and  Schoolmasters. 
Katterfeld,  Alfred.     Roger  Ascham j  sein  Leben  und  seine  Werke,  mit  beson- 

derer  Beriicksichtigung  seiner  Berichte  iibe-r  Deutschland,  1550-1553. 
Laurie,  S.  S.     Teachers'  Guild  Addresses. 
;Mark,  H.  T.     Educational  Theories  in  England. 
MoRLEY,  Henry.     English  Writers,  VIII. 
Payne,  Jos.     History  of  Education. 
Quick,  R.  H.     Essays  on  Educational  Reformers. 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  1. 
Traill,  H.  D.     Social  England,  III. 

B   John  Milton,  The  Verbal  Realist  [1608-1674]. 

(Brooks,   300-319;    *Browning,   90-102;    Gill,   13-19;   Laurie,   ch.   ix;   Mark,   index;    Meyer; 
Morris,  introd.;   Quick,  212-218;   Schmid,  III,  Pt.   1,  382-409;   Williams,   191-202.) 

I  HIS  LIFE  AND  CONNECTION  WITH  THE  COMMONAVEALTH. 
(*Barnard,  160-177;  Barnard's  Jr.,  II,  61-76,  XIV,  159-177, 
XXVIII,  383^00;  Masson,  III.) 

1  The  early  poetic  period  [1629-1639]. 

2  The  political  period  [1639-1660]. 

1640  The  Long  Parliament  opened. 

1642  Civil  War  began.     1645  Xasby. 

1644  The  Tractate  printed. 

1649  Charles  I  executed. 

1660  Charles  II  crowned. 

3  The  later  poetic  period  [1667-1671]. 

II  THE  TRACTATE  ON  EDUCATION  [1644].  (*Barnard,  178-190; 
Barnard's  Jr.,  II,  76-86,  XIV,  177-190,  XXII,  181-190,  XXIII, 
151-160;    fBrowning  Ed.;   Masson,    III,   186-255;   Morris   Ed.) 

1  Defects  pointed  out. 

2  The  aim  of  education. 

3  His  plan  for  education. 

a  The  school. 

b  The  curriculum  outlined. 

1)  First  step,  or  period. 

2)  Second  step,  or  period.  _  . 

3)  Third  step,  or  period. 


168  EARLY  ENGLISH   THEORISTS:   MULC ASTER. 

c  Physical  training, 
d  Moral  training. 

4  Method  and  object  of  instruction. 

5  Merits  and  defects  of  the  Treatise. 

6  Extent  of  influence  upon  his  time  and  upon  education. 

a  The  Commonwealth  Academies. 

Ill  REFERENCES. 

1  ]\Iilton's  Tractate. 

Barnard,   Henry.     Milton's    Tractate;   in   Barnard's  Jr.,   II,   76-85.     Also   in 
XXII,  181-190,  and  in  XXIII,  151-160. 
~~  *Baknaed,  Henry.     English  Pedagogy. 
"-  fBROWNiNG,  Oscar.     Milton's  Tractate  on  Education. 

Meyer,  Dr.  J.  B.     Milton's  padagogische  Schriften  und  Aeuszerungen.     {Bihl. 

Pad.  Klass.,  Vol.  XXXI.) 
Morris,  Edw.  E.     Milton's  Tractate  on  Education. 

2  Secondary  Authorities  and  General  Works. 

Barnard,  Henry.     Milton,  Biographical  and  Critical  Sketch;  in  Barnard's  Jr., 
II,  61-76;  also  in  XIV,  159-190. 

Barnard,  Henry.     Milton's  Life  at  Cambridge;  in  Barnard's  Jr.,  XXVIII,  383- 

400. 
*Barnard,  Henry.     English  Pedagogy. 

Brooks,  Phillips.     Milton  as  an  Educator;  in  Essays  and  Addresses. 
*Browning,  Oscar.     Educational  Theories. 

Gill,  John.     Systems  of  Education. 

Laurie,  S.  S.     Essays  and  Addresses  on  Educational  Subjects. 

Mark,  H.  T.     Educational  Theories  in  England. 

Masson,  David.     The  Life  of  Milton,  III. 

Quick,  B.  H.     Essays  on  Educational  Reformers. 

ScHMiD,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  1. 

Williams,  S.  G.     History  of  Modem  Education. 

C   Richard  Mulcaster,  The  Realist   [1531-1611]. 

(Hazlitt,  ch.  xv;  *Quick,  ch.  viii;  Schmid,  III,  Pt.  1,  372-381;  Watson;  Williams,  107-113.) 

I  HIS  LIFE.      (*Quick,  ch.  viii;  fQnick,  299-309.) 

1  Studied  at  Eton,  Cambridge,  and  Oxford. 

2  After  graduation  [1555]  became  a  London  schoolmaster. 

3  Head-Master  of  Merchant  Taylors'  School  in  London.   (Hazlitt,  ch.  ix.) 

4  Master  of  St.  Paul's  School  [1596-1608]. 

5  Rector  of  Stanford  Rivers  [1598-1611]. 

6  His  books:— 

a  Positions  [1581]. 

b  The  Elementarie,  Part  I  [1582].      (f Quick;  Watson.) 


169  EARLY  ENGLISH    THEORISTS:    MVLCASTER. 

II  EDUCATIONAL  PRINCIPLES  ADVANCED  BY  MULCASTER. 
(*Bariiard,  177-184;  Barnard's  Jr.,  XXIV,  179-184,  XXVIII, 
743-748;  *Quick,  ch.  viii;  jQuick  Ed.,  index.) 

1  Development  the  aim  of  education. 

a  Of  the  mental  powers, 
b  Of  the  body. 

1)  Use  of  gymnastics  and  games. 

2  Adaptation  of  knowledge  to  the  pupil  taught.      (Ch.  xlii.) 

a  The  subject  matter  of  instruction, 
b  The  method  of  teaching. 

3  Importance  of  primary  education.      (Ch.  xli.) 

a  Kind  of  teachers  needed. 

b  Training  for  teachers.      (Ch.  xli.) 

4  Importance  of  a  proper  development  of  the  brain.      (Chs.  iii-vi.) 

a  Danger  from  pressure  and  one-sided  training. 

5  Use  of  the  mother  tongue.      (Ch.  v.) 

a  In  the  elementary  school ;  six  to  twelve  years. 
1)   Subjects  to  be  taught  there. 

a)   Radical  nature  of  the  proposals. 

6  The  education  of  girls.      (Ch.  xxxviii.) 

7  The  scope  of  education.      (Chs.  xxxvi,  xxxvii.) 

a  The  common  right  of  all. 

b  The  advisability  of  further  general  education, 
c  For  whom  higher  education  is  intended. 
1)   This  idea  in  English  education. 

III  MULCASTER 'S  PLACE  IN  THE  HISTORY  OF  EDUCATION. 

1  Comparison  of  the  ideas  of  Mulcaster  and  Montaigne. 

2  Emphasis  of  new  points  in  education. 

3  His  broad  conception  of  purposes  and  means. 

4  "Why  his  theories  had  so  little  influence  on  the  educational  thought  of 

his  time. 

IV  REFERENCES. 

1  Mulcaster's  Positions. 

tQuiCK,  E.  H.   (Ed.).     Mulcaster's  Positions.      (Reprint  of  the  1561  Ed.) 

2  Secondary  Authorities  and  General  Works. 

Barnard,  Henrt.     Mulcaster's  Positions;   in  Barnard's  Jr.,   XXIV,    179-184; 
also  in  XXVIII,  743-748. 
*Barnakd,  Henry.     English  Pedagogy,  Old  and  New.     (2d  Series.) 

Hazlitt,  Wm.  Carew.     Schools,  School-Books,  and  Schoolmasters. 
*QtJiCK,  R.  H.     Essat/s  on  Educational  Reformers. 

SCHMID,  K.  A.     Geschichte  der  Erziehung,  111,  Pt.  1. 

Watson,  Foster.     Richard  Mulcaster  and  his  "  Elementarie." 

Williams,  S.  G.     History  of  Modern  Education. 


170  SOME   EARLY   ENGLISH    THEORISTS. 

J)    Some  Early  English  Realists. 

(Barnard's   Jr.,   XXII,   25-32;    Mark,  index;    Quick,  ch.   xii.) 

I  PROPOSALS  FOR  ADVANCEMENT  AND  REFORM. 

1  JohnBrinsley  [1587-1665]. 

a  His  Ludus  Literarius,  or  The  Grammar  Schooles  [1612].      (f Bar- 
nard, 185-188;  Barnard's  Jr.,  XXIV,  186-189.) 
1)   School  life  in  1612.     (Ch.  xxx.) 
b  His  Consolations  for  Ovr  Grammar  Schooles  [1622]. 

2  Sir  William  Petty  [1623-1687].     (Bevan.) 

a  His  Epistle  to  HatHlil),  containing  a  plan  for  a  trade  or  industrial 
school  [1647] .  (*Barnard,  199-209 ;  Barnard's  Jr.,  XI,  199- 
208;  XXII,  199-208.) 

3  John  Dury. 

a  His  The  Reformed  Schools  [1649]. 

4  Samuel  Hartlib  [d.  1670?]. 

a  His  general  interest  in  education.      (Dircks;  Masson,  III,  193- 

231).      . 
b  His  Proposition  for  Erecting  a  College  of  Husbandry    [1651]. 

(*Barnard,    191-198;   Barnard's   Jr.,    XI,    191-198,    XXII, 

191-198.) 
c  His  numerous  pamphlets.     (Dircks,  51-88.) 

5  Charles  Hoole   [1610-1666].     (Barnard's  Jr.,  XVII,  191-195;  Wat- 

son, 433^39.) 
a  A  New  Discovery  in  the  Old  Art  of  Teaching  Schools  [1659].     Its 
divisions: — 

1)  The  Petty  Schools.     (fBarnard,  193-208;  JBarnard,  401- 

413;   Barnard's   Jr.,    XVII,    195-208,    XXX,   401-413; 
Watson,  526-533.) 

2)  The    Usher's  Duty.     (fBarnard,   225-266;   Barnard's   Jr., 

XVII,  225-266.) 

3)  The   Blaster's   Method.       (fBarnard,    267-292;    Barnard's 

Jr.,  XVII,  267-292.) 

4)  Scholastick    Discipline.       (fBarnard,    293-324;    Barnard's 

Jr.,  XVII,  293-324;  Watson,  583-592.) 
b  The  Visible  World  [1659].      (fBarnard,  190-193,  208-224;  Wat- 
son, 433-439.) 

6  Abraham  Cowley  [1618-1667]. 

a  His  Plan  for  a  Philosophical  College  [1661].  (Barnard's  Jr., 
XVII,  327-336;  XXII,  209-215.) 

II  VALUE  OF  THE  WORK  OF  THESE  EARLY  ENGLISH  REALISTS. 


171  80AIE  EARLY   ENGLISH    THEORISTS. 

Ill  REFERENCES. 

1  Reprints  of  Sources. 

*Baenakd,  Henry.     English  Pedagogy.      (For  Hartlib  and  Petty.) 

fBAEXARD,  Henry.     English  Pedagogy,  Old  and  New.     (2d  Series.)      (For  Hoole 

and  Brinsley. ) 
JBarnard,  Henry.     Kindergarten  and  Child-Study  Papers.      (For  Hoole.) 
Cowley,  Abraham.     Plan  of  a  Philosophical  College;   in  Barnard's  Jr.,  XVII, 

327-336;  same  article  in  XXII,  209-218. 
Habtlib,  Samuel.     Propositions  for  a  College  of  Husbandry;  in  Barnard's  Jr., 

XI,  191-198;  same  article  in  XXII,  191-198. 
Hoole,  Charles.     Extracts  from  his  Works;  in  Barnard's  Jr.,  as  follows: 
a  The  Petty  Schools,  XVII,  191-207;  XXX,  401-413. 
b  The  Usher's  Duty,  XVII,  225-265. 
c  The  Master's  Method,  XVII,  267-292. 
d  Scholastick  Discipline,  XVII,  293-324. 
Petty,  Sir  Wm.     Plan  of  a  Trade  School;  in  Barnard's  Jr.,  XI,  199-208;  same 
article  in  XXII,  199-208. 

2  Secondary  Authorities  and  General  Works. 

Barnard,  Henry.     Individual  Promoters  of  Realistic  Instruction;  in  Barnard's 

Jr.,  XXII,  25-32. 
Bevan,  Wm.  L.     Sir  William  Petty;  A  Study  in  Economic  Literature.     (Am. 

Econ.  Assoc.  Monographs,  IX,  pt.  4.) 
Brinsley,  John.     Ludus  Literarius;  in  Barnard's  Jr.,  XXIV,  186-189. 
DiRCKS,  H.     a  Biographical  Memoir  of  Samuel  Hartlib. 
Mark,  H.  T.     Educational  Theories  in  England. 
Masson,  David.     The  Life  of  Milton,  III. 
Quick,  P.  H.     Essays  on  Educational  Reformers. 
Watson,  Foster.     Charles  Hoole;  in  Sch.  Rev.,  IX,  433-439,  526-533,  583-592. 


XXX     THE    NEW    SCIENTIFIC   METHOD. 

(Beard,  ch.  xi;   Paulsen,  I,  480-501.) 

I  INFLUENCES  OPERATING  TOWAED  A  SCIENTIFIC  AWAKEN- 
ING IN  EUROPE.      (Fischer,  121-136;  Nichol,  II,  pt.  1,  chs. 

iii-iv. ) 

1  Free  life  and  bold  independence  of  the  Universities.     (Syllabus,  p. 

105.) 

2  The  Renaissance.     (Syllabus,  pp.  112,  114,  116.) 

a  Criticism  of  recovered  texts. 

b  Reconstruction;  comparison;  inference;  questioning. 

c  Awakening  of  a  scientific  spirit. 

3  Introduction  of  Arab  learning  into  Christian  Europe.     (Syllabus,  p. 

84.) 

4  The  invention  of  printing.     (Syllabus,  p.  116.) 

5  Geographical  discovery.     (Syllabus,  p.  117.) 

6  Influx  of  Greek  scholars  after  1453. 

7  The  religious  discussions  preceding  the  Reformation. 

a  The  growing  tendency  to  appeal  to  reason. 

8  Increasing  desire  for  new  knowledge. 

a  The  alchemists  of  the  13th-15th  centuries. 

b  Popularity  of  mathematical  and  astronomical  subjects. 

1)   Ptolemy's  Almagest. 
c  Popularity  of  books  of  travel. 

1)  Waldenseemiiller 's  Introduction  to  Geography  [1507]. 

II  THE  BEGINNINGS  OF  MODERN  ASTRONOMY,  PHYSICS,  AND 
CHEMISTRY.  (*Cajori,  156-183;  fCajori,  27-48;  Hallam, 
IV,  ch.  viii;  Nichol,  II,  pt.  i,  chs.  iv-v;  Routledge,  ch.  iv;  Whe- 
well,  I,  bk.  5.) 

1  Nicholas  Copernicus  [1473-1543].      (Lodge,  ch.  i.) 

a  His  De  Revolutionihus  Orhium  Celestium  [1543]. 

1)  The  new  system. 

2)  His  method  of  work. 

2  Tycho  Brahe   [1546-1601].      (Lodge,  ch.  ii.) 

a  His  careful  observations  at  Uraniburg   [1576-1597]. 
b  Confuted  the  Aristotelians  and  destroyed  the  theory  of  crystal- 
line spheres. 
1)   His  method  of  work. 
172 


173  THE   1<IEW  SCIETS'TIFIC  2JETH0D. 

3  John  Keplar  [1571-1630].      (Lodge,  ch.  iii.) 

a  His  New  Astronomy,  or  Commentaries  on  the  Motions  of  Mars 
[1609]. 

1)  His  three  laws  of  motion. 

2)  Prepared  the  way  for  Newton. 

4  William  Gilbert  [1540-1603]. 

a  His  De  Arte  Magnetica  [1600], 

b  His  method  much  more  valuable  than  his  results. 

5  Galileo  Galilei  [1564-1642].     (*Ball,  218-222;  Caird,  89-123;  Lodge, 

chs.  iv-v;  E-outledge,  ch.  v.) 
a  Showed  the  Aristotelians  a  new  method  at  Pisa  [c.  1590]. 
b  The  new  star  of  1594.      The  telescope.      The  pendulum, 
c  Discovered  Jupiter's  satellites    [1610].      Saturn's  rings, 
d  Called   to   Rome    [1615].      The    Coperniean  theory   condemned 

[1616]. 
e  Galileo  published  his  Dialogue   [1632], 

f  Condemned  hy  the  Cardinals  of  the  Inquisition  [1633].     (Fischer, 
133-136.) 
1)   Sentence  and  abjuration.      (Routledge,  119-123.) 

6  Chemistry  in  the  16th  century.      (Routledge,  97-103.) 

a  Paracelsus    [1493-1541],  professor  of  surgery  at  Bale,   applied 

chemistry  to  medicine, 
b  Agricola  [1494-1555],  applied  chemistry  to  metallurgy, 
c  Bernard  Palissy  [1500^-1588],  applied  chemistry  to  the  arts. 

7  The  new  method  of  study  and  the  new  field  of  investigation  opened  up. 

a  The  method  more  valuable  than  the  results. 

Ill  FRANCIS  BACON  [1561-1626].  (*Barnard,  77-79;  fBarnard,  273- 
290;  Barnard's  Jr.,  V,  663-681;  Beard,  ch.  xi;  Caird,  124-156; 
fCajori,  48-50;  Dittes,  188-196;  Ency.  Brit.,  art.  Bacon;  Fowler, 
1-145;  Munroe,  ch.  iii;  Paulsen,  I,  480-491;  Routledge,  ch.  vi; 
Schmid,  III,  Pt.  1,  410-439;  AYilliams,  ch.  v.) 

1  His  political  fortunes.      (Macaulay ;  Nichol,  I.) 

2  Instauratio  Magna. 

a  Design,  plan,  and  progress.       (Nichol,  II,  pt.  2,  ch.  i,  and  pp. 
258-259.) 

3  The  dignity  of  knowledge,  his  Advancement  of  Learning  [1603-1605]. 

(Nichol,  II,  pt.  2,  ch.  ii ;  Wright  Ed.,  introd.) 

4  Human    reason    in    the    investigation    of    phenomena, — his    Novum 

Organum  [1620].     (Barnard's  Jr.,  V,  654-674;  Fowler;  Munroe, 
ch.  vi;  Nichol,  II,  pt.  2,  ch.  iii.) 
a  Insufficiency  of  the  method  of  argumentation. 


174  THE   NEW  SCIENTIFIC  METHOD. 

b  Analysis  and  formulation  of  the  inductive  method. 
1)   Its  fruitfulness  in  the  hands  of  his  successors. 
c  Pointed  out  the  immense  field  in  which  the  method  might  be  used. 

(Fowler,  126-131.) 
d  Knowledge  a  process,  not  an  end. 
5  Bacon's  contribution  to  scientific  progress.      (*Barnard,  79-95;  Bar- 
nard's Jr.,  V,  674^681;  Fowler,  98-131;  Munroe,  ch.  vi;  Remusat, 
bk.  4,  ch.  ii.) 
a  Renaissance  energy  turned  in  a  new  direction, 
b  Effect  of  his  work  on  educational  method. 

1)   Application    to    education,— Comenius.        (Syllabus,    sect. 
XXXI.) 

IV  RENE  DESCARTES  [1596-1650],  THE  FOUNDER  OF  MODERN 
PHILOSOPHY.  (*Cajori,  183-199;  Fischer;  Huxley,  I,  166- 
198 ;  Lewes,  II,  1st  Ep.,  ch.  iii ;  Paulsen,  I,  480-491 ;  Torrey,  1-34 ; 
Williams,  ch.  v.) 

1  State  of  philosophy  at  the  time  of  Descartes.      (Lowndes,  1-43.) 

2  He  rejected  all  that  had  gone  before. 

a  His  method. 

b  The  evidence  basis.      (Levy-Bruhl,  ch.  i.) 

3  His  Discours  de  la  MetJwde    [1637].       (Compayre,  187-192;  Levy- 

Bruhl,  ch.  ii ;  Torrey. ) 
a  Why  published  his  work  in  French  instead  of  Latin, 
b  The  new  and  the  old  subjects, 
c  Inquiry  and  reason  instead  of  authority, 
d  Observation  and  experiment. 

e  He  both  formed  and  expressed  the  spirit  of  his  age. 
f  Completely  displaced  Aristotle  in  the  popular  mind.    (Fowler, 
72-86.) 
1)   Opposition  of  the  Universities  and  the  Jesuits. 

4  Descartes 's  work  as  a  mathematician.      (*Ball,  236-247;  *Cajori,  183- 

199;  Lodge,  ch.  vi;  Routledge,  148-168.) 
a  The  new  Cartesian  Geometry  [1637]. 
b  His  work  on  optics,  refraction,  lenses,  and  the  spectrum, 

V  SIR  ISAAC  NEWTON  [1642-1727].      (*Ball,  ch.  xvi;  fBall,  chs,  iv,  v; 
Fowler,  121-126;  Lodge,  chs.  vii-ix;  Routledge,  ch.  viii;  Whe- 
well,  II.) 
1  His  Principia  [1687].      (Lodge,  ch.  ix.) 
a  His  three  "Laws  of  Motion." 
b  His  "Law  of  Gravitation." 


175 


Till-]   NEW  HCIimriFW   METHOD. 


c  The  motions  of  planets  and  comets  demonstrated.  The  tides  ex- 
plained. Kepler's  laws  demonstrated.  Dynamics  reduced 
to  an  exact  science. 

d  Discovered  [with  Leibnitz]  the  Calculus. 

e  Experimented  with  the  spectrum  [1666].  Explained  the  nature 
of  light. 

f  Other  scientific  work. 
2  Opposition  to  his  theories. 


GRANTHAM   FREE   GRAMMAR   SCHOOL. 

(The  school  attended  by  Isaac  Newton  as  a  boy.  A  good  picture  of  the  exterior  of  such 
a  school,  that  of  the  Old  Grammar  School  at  Taunton,  will  be  found  in  Green's  Short  History 
of  the  English  People,  Hid.  Ed.,  IT,  p.  606.) 

VI  INFLUENCE   OF  THE  NEW  MOVEMENT.       (Barnard's  Jr.,  XXII, 
33-38.) 
1  The  rise  of  learned  societies. 

1603  The  LjTicean  Society  at  Rome. 

1619  Jungius  founded  the  Natural  Science  Association  at  Rostock. 

1657  The  Academia  del  Cimento  at  Florence. 

1645  The  Royal  Society  of  London.     Meetings  held  in  1645;   constituted  in 

1660;  chartered,  1662.      (Fowler,  112-119.) 
1662  The  Imperial  Academy  in  Germany. 
1666  The  Academy  of  Sciences  in  France. 
1675  National  Observatory  at  Greenwich. 


176  TEE   ^EW  SCIENTIFIC  METHOD. 

2  On  the  universities. 

a  Studies  in  the  sixteenth  century,     (f Barnard,  261-272;  Barnard's 

Jr.,  V,  535-540,  655-662;  Schmid,  III,  Pt.  1,  271-290.) 
b  Baconian  philosophy  studied  at  both  Oxford  and  Cambridge  by 

1675.     (Fowler,  119-121.) 
c  Newtonian   philosophy   taught   at   Oxford  by   the   beginning   of 

the    eighteenth    century,    and    well    established    by    1740. 

(Wordsworth,  64-81.) 
d  Cambridge  became  the  center  for  mathematical  study,  and  under 

the  influence  of  the  Newtonian  philosophy,  mathematics  took 

the  place  held  by  logic  in  the  mediaeval  university, 

1)  Course  of  reading  and  books  used  at  Cambridge.     (fBall, 

92-95,  156-158;  Wordsworth,  64-81.) 

2)  Studies  at  Cambridge,  1815-1818.      (Wordsworth,  76-78.) 
e  Mathematical  and  scientific  studies  on  the  Continent. 

1)  Rejuvenescence   of   the   University   of   Paris    [1680-1700]. 

Cartesian   philosophy   introduced. 

2)  The  German  Universities.      (Paulsen.) 

VII  FURTHER  ADVANCES. 

1  In  the  17th  century. 

2  In  the  18th  century. 

VITI  REFERENCES. 

1  Works  having  particular  reference  to  the  history  of  scientific  discovery. 

*Ball,  W.  W.  E..     Short  History  of  Mathematics. 
IBall,  W.  W.  R.     History  of  Mathematics  at  Cambridge. 

Beard,  Rev.  Chas.     The  Reformation  of  the  16th  Century  in  its  Relation  to 

Modern  Thought  and  Knoicledge.  (HUhert  Lectures.  1883.)  ._^_*_  ^  -J  0 
*Cajobi,  F.  a  History  of  Mathematics.  /i'^C'U'O  3  j^^CUJZ^  UaJiX*^  *•  *^*  "^ 
tCAJORi,  F.     A  History  of  Physics. 

Fink,  Dr.  Karl.     Brief  History  of  Mathematics. 

Fischer,  Kuno.     Descartes  and  his  School. 

Hallam,  Henry.     Literature  of  Europe  in  the  Middle  Ages,  IV,  viii. 

Lodge,  Oliver.     Pioneers  of  Science. 

Routledge,  R.     a  Popular  History  of  Science. 

Whewell,  Wm.     History  of  the  Inductive  Sciences.     3  Vols. 

2  Sources  and  Secondary  Authorities  relating  to  the  work  of  Bacon  and  Descartes. 

Cairo,  Edw.     University  Addresses. 

Church,  R.  W.     Bacon.  \       ri  m  'T'y 

Compayr:^,  G.     History  of  Pedagogy.    Il2>  -I^J-H  {\tuvm^)^I^T-  /^Z{DI^O(^^^ 
I  Encyclopedia  Brittanica.     Article  Bacon. 

i  Fischer,  Kuno.     Descartes  and  his  School. 

Fowler,  Thos.     Bacon's  Novum  Organum. 

Huxley,  Thos.  H.     Methods  and  Results;  Vol.  I  of  Collected  Essays. 


THE  NEW  SCIENTIFIC  METHOD.  177 

L6VT-BBUHL,  LuciEN.     Historij  of  Modern  Philosophy  in  France. 

Lewes,  Geo.  H.     The  History  of  Philosophy,  II. 

Lowndes,  Richard.     Rene  Descartes;  his  Life  and  Meditations. 

Macaulay,  T.  B.     Lord  Bacon;  in  Critical  and  Miscellaneous  Essays.     II. 

NicuoL,  John.     Francis  Bacon;  his  Life  and  Philosophy.     2  Vols. 

R£musat,  Ch.  de.     Bacon,  sa  vie,  son  temps,  sa  philosophie,  et  son  influence 

jusqu'a  nos  jours. 
SCHMID,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  L 
Torrey,  H.  a.  p.     The  Philosophy  of  Descartes. 
Wright,  \Vm.  Alois.     Bacon  on  the  Advancement  of  Learning. 
3  Worlcs  having  particular  reference  to  the  condition  of  higher  education  during  the 
period,  and  the  influence  upon  education  of  the  new  scientific  method. 
Barnard,  Henry.     Universities  in  the  16th  Century    (Raumer)  ;   in  Barnard's 

Jr.,  V,  535-540. 
Barnard,  Henry.     Verbal  Realism   (Raumer)  ;  in  Barnard's  Jr.,  V,  G55-662. 
Barnard,  Henry.     Lord  Bacon,  his  Philosophy  and  Influence  upon  Education 
(Raumer)  ;   in  Barnard's  Jr.,  V,  663-081. 
*Barnard,  Henry.     English  Pedagogy. 
IBarnard,  Henry.     German  Teachers  and  Educators. 
DiTTES,  F.     Geschichte  der  Erziehung  und  des  Unterrichtes. 
MuNROE,  J.  P.     The  Educational  Ideal. 

Paulsen,  Fr.     Geschichte  des  gelehrten  Unterrichts,  I.      (2d  Ed.,  1896.) 
Schhid,  K.  a.     Geschichte  der  Erziehung,  III,  Pt.  1. 
Williams,  S.  G.     History  of  Modern  Education. 

Wordsworth,  Ch.     Scholce  Academicce;  Studies  at  the  English  Universities  in 
the  18th  Century. 


XXXI     TWO  SEVENTEENTH    CENTURY 
INNOVATORS. 

A   Wolfgang  Eatichius  (Ratich,  Ratke)    [1571-1635]. 

(*Barnard,  343-370;  Barnard's  Jr.,  V,  229-256,  VI,  459-466;  Baumeister,  I,  Pt.  1,  146- 
154;  Browning,  51-56;  Dittes,  144-156;  Fischer,  67-77;  Paulsen,  I,  460-465;  Platli, 
109-111;  Quick,  ch.  ix;  Regener,  91-98;  Schiller,  149-167;  Schmid,  III,  Pt.  2,  1-92; 
Williams,   154-162.) 

I  RATKE  AND  HIS  SCHEME  OF  EDUCATION. 

1  His  life.      (Vogt,  6-184.) 

2  His  address  to  the  Princes  at  the  Electoral  Diet,  Frankfurt-on-Main, 

1612.      (Richter,  pt.  ix,  24-32.) 
a  The  startling  proposals  regarding  education. 

1)  Favorable  report  on  by  Jung  and  Helwig.      (Richter,  pt.  ix; 

Vogt,  228-235.) 

2)  Ready  acceptance  of  any  remarkable  scheme  a  character- 

istic of  the  period, 
b  Augsburg  tried  Rathke's  IMethod. 
c  Koethen  also  tried  the  new  method.      (Richter,  pt.  xii.) 

1)  Nature  of  the  school. 

2)  Method  of  teaching. 

3)  The  result. 

d  Favorable  report  on  to  Oxenstiern    [1634].       (Richter,  pt.   xii, 
110-125.) 

3  Rules  laid  down  in  the  Metliodus  Nova     [Leipzig,   1617] .       (Vogt, 

185-227.) 
a  The  order  of  nature. 
b  One  thing  at  a  time, 
c  Repetition. 

d  Use  of  the  mother  tongue, 
e  Every  thing  without  constraint, 
f  Learning  by  heart, 
g  Uniformity. 
h  Things  vs   words, 
i  Individual  experience  and  contact  vs    authority. 

4  Pioneer  work  in  method. 

a  Comparison  with  Ascham. 
b  Contribution  to  educational  progress. 

c  Work  in  counteracting  the  influence  of  the  Jesuits.      (*Barnard, 
335-342;  Barnard's  Jr.,  VI,  459-466.) 

178 


179  WOLFGANG   RATICHIU8. 

II  REFERENCES. 

1  Sources. 

RiCHTER,  Albert.     'Neudrucke  piidagogischer  Schriften;  pts.  9  and  12,  Ratichi- 

anische  Schriften. 
VoGT,    Gideon.     Wolfgang    RaticMus,    der    Vorganger    des    Amos    Comenius. 

(Klass.  der  Pad.,  Vol.  XVII.) 

2  Secondary  Authorities. 

Barnard,    Henry.     Ratke    (Raumer)  ;    in   Barnard's   Jr.,    V,    229-256.     Bibli- 
ography of  Ratke's  works,  255-256. 

Barnard,    Henry.      The    Progressives    of    the    17th    Century     (Raumer)  ;    in 
Barnard's  Jr.,  VI,  459-466. 
^Barnard,  Henry.     German  Teachers  and  Educators. 

Baumeister,  a.     Handbuch  der  Erziehungs-  und  Unterrichtslehre,  I,  Pt.  1. 

DiTTES,  F.     Geschichte  der  Erziehung  und  des  Unterrichtes. 

Fischer,  Otto.     Leben,  Schriften,  und  Bedeutung  der  toichtigsten  Pddagogen. 

Paulsen,  Fr.     Geschichte  des  gelehrten  Unterrichtes,  I.      (2d  Ed.,  1896.) 

Plath,  Julius.     Schorn's  Geschichte  der  Padagogik. 

Quick,  R.  H.     Essays  on  Educational  Reformers. 

Regener,  Fr.     Skizzen  zur  Geschichte  der  Padagogik. 

Schiller,  Hermann.     Lehrbuch  der  Geschichte  der  Padagogik. 

SCHMID,  K.  A.     Geschichte  der  Erziehung,  III,  Pt.  2. 

Williams,  S.  G.     History  of  Modern  Education. 

B     John  Amos  Comenius   [1592-1671]. 

(Baumeister,  I,  Pt.  1,  154-164;  Browning,  56-68;  Compayre,  122-137;  Davidson,  190-208; 
Dittes,  156-166;  Fischer,  77-97;  Hark;  fLaurie,  ch.  vi;  Munroe,  ch.  vi;  Paulsen,  I, 
465-470;  Quick,  ch.  x;  Regener,  98-114;  Schiller,  167-190;  Schmid,  III,  Pt.  2,  93-311; 
Seyffarth.) 

I  HIS  LIFE.      (Kayser,  1-12;  Keatinge,  Biog.  Introd. ;  *Laurie;  *Monroe, 
chs.  iii-v;  Plath,  111-117;  Staehelin;  Vrbka.) 

1  Born  at  Nivnitz,  Moravia,  March  28,  1592  ;  died  at  Amsterdam,  Novem- 

ber 15,  1671.     (*Monroe,  ch.  iii.) 

2  Early  education. 

3  Studied  at  the  new  University  of  Nassau  [1611-1613]. 

a  Read  Ratke's  Address  [1612].     (*Monroe,  28-35.) 

4  Master  of  a  Latin  School  at  Prerau  [161-4-1616]. 

a  Studies  in  method. 

5  Became  pastor  at  Fulneck  [1616]. 

a  Fulneck  plundered  by  the  Spaniards  [1621].     Manuscripts  lost, 
b  Protestant  ministers  banished  from  Moravia  [1624]. 

6  An  exile.     (*Monroe,  ch.  iv.) 

a  Became  Master  of  the  school  at  Lissa,  Poland. 

b  His  studies  and  educational  activity  during  this  period. 

c  Deeply  impressed  by  the  work  of  Bacon.     (*Monroe,  23-28.) 

d  The  Great  Didactic  [1628-1632]. 


180  JOH^^  AMOS  C0MENIU8. 

7  Invited  to  reform  the  schools  of  Sweden  [1638]. 

8  His  Pansophia  planned. 

a  Hartlib  published  an  outline  of  the  plan  at  Oxford  [1637],  and 
a  new  edition  of  the  same  under  the  title  A  Reformation  of 
Schooles  [1642].     (Dircks.) 

b  Invited  by  Parliament  to  England. 

1)  Arrived  in  London  [1641].     (Dircks;  Masson,  III,  193-231.) 

2)  Plan  to  assign  to  him  a  college. 

c  Invited  to  Sweden,  and  left  England  [1642]. 

1)  His  plan  examined  by  Oxenstiern  and  Sky  the. 

2)  The  result.     His  labors  [1642-1650]. 

9  Invited  to  Hungary  to  open  a  school. 

a  The  model  school  at  Saros-Patak   [1650-1654]. 

1)   Plan  for  this  school.      (Keatinge,  138-147  ;  *  Laurie,  Pt.  IV.) 
b  The  Orhis  Pictus  written  during  this  period. 

10  Said  to  have  been  called  to  the  Presidency  of  Harvard  College  [1654], 

(Blodgett;  Compayre,  125;  JMonroe.) 

11  Eeturned  to  Lissa  [1654].      (*Monroe,  ch.  v.) 

a  Books  and  MSS.  again  destroyed, 
b  Once  more  a  homeless  exile. 

12  Found  an  asylum  at  Amsterdam. 

a  His  educational  writings  published    [1657]. 
b  His  death,  November  15,  1671. 

II  EDUCATIONAL  METHOD  BEFORE  COMENIUS.      (Keatinge,  103- 
123;  ;j: Laurie;  Lippert;  *Monroe,  chs.  i,  ii;  Vostrovsky.) 

1  Books  in  use  before  his  time. 

a  Latin  the  school  language  of  Christendom. 

1)  Emphasis  given  to  Grammar.     Donains. 

2)  Melancthon's  Latin  Grammar  [1525]  a  great  advance. 

3)  Lily's  Latin  Grammar  published  in  1513.      English  edition, 

1577.      (Hazlitt,  chs.  viii,  x.) 
b  State  of  arithmetical  study.      (*Ball,  ch.  xi;  fBall,  10-18.) 

1)  Tonstall's  De  arte  supputandi  [1522],  in  Latin. 

2)  Robert  Recorde's  Grounde  of  Arts  [1540]. 

3)  Peter  Ramus'  Arithmetic  [1584],  in  Latin. 

a)  What  these  represented. 

2  Colloquies  and  dialogues  of  the  16th  century. 

a  Nature  of  these. 

3  Method  used  in  teaching. 

a  Unknown  through  the  unknown. 
b  Point  of  emphasis. 


181 


A  School. 


JOEIf  AMOS  COMENIUS. 
XCVIII. 


Scola. 


A  ScJiool,  1 
is  a  Shop  in  which 
Young  Wits  are  fashion 'd 
to  vertue,  and  it  is 
distinguished  into  Forms. 

The  Master,  2. 
sitteth  in  a  Chair,  3. 
the  Scholars,  4. 
in  Forms,  5. 
he  teacheth,  they  learn. 

Some  things 
are  writ  down  before  them 
with  Chalk  on  a  Tahle,  6. 

Some  sit 
at  a  Table,  and  write,  7. 
he  mendeth  their  Faults,  8. 

Some  stand  and  rehearse 
things  committed  to 
memory,  9. 

Some  talk  together,  10 
and  behave  themselves 
wantonly  and  carelessly; 
these  are  chastised 
with  a  Ferrula,  11. 
and  a  Rod,  12. 


Sdiola,  1. 
est  Oflicina,  in  qua 
Novelli  Animi  formantur 
ad  virtutem,  & 
distinguitur  in  Classes. 

Praeceptor,  2. 
sedet  in  Cathedra,  3. 
Discipuli,  4. 
in  Suhselliis,  5. 
ille  docet,  hi  discunt. 

Quaedam 
praescribuntur  illis 
Cretd  in  Tahella,  6. 

Quidam  sedent 
ad  Mensam,  &  scribunt,  7. 
ipse  corrigit  Mendas,  8. 

Quidam  stant,  &  reci- 
tant  mandata 
memoriae,  9. 

Quidam  confabulantur, 
10.    ac  gerunt  se 
petulantes,  &  negligentes; 
hi  castigantur 
Ferula  (baculo),  11. 
&  Virgu,  12. 


A    SCHOOL    IN    COMENIUS'    TIME. 

Facsimile  of  a  page  in  the  Orbis  Pietus.  The  picture  and  the  Latin  text  are  from  the 
edition  of  1658,  and  the  English  text  is  from  Hoole's  English  edition  of  1727.  (From  a  re- 
print of  the  Orhis  Pietus  issued  by  Mr.  C.  W.  Bardeen  [Syracuse,  1887]  and  reproduced 
with  his  permission.) 


182  JOR-N  AMOS  C0MENIU8. 

Ill  COMENIUS'  TEXT  BOOKS.  (Bardeen;  *Barnard,  381-395;  Barnard's 
Jr.,  V,  267-280;  Hiller;  Keatinge,  Biog.  Introd. ;  *Laurie,  Pt. 
Ill ;  Maxwell ;  *Monroe,  ch.  viii ;  Platli,  113-119 ;  Williams,  175- 

184.) 

1  The  Orbis  Sensualium  Pictus.     (Bardeen  edition;  Keatinge,  76;  Plath, 

135-139.)      [Patak,  1654;  Niirnberg,  1657.] 
a  The  first  picture  book  ever  Avritten  for  children. 

1)   Success  of  the  book, 
b  Basedow's  Elementariverk  mit  Kupfern   [1771]    (Syllabus,  sect. 

XXXIV,  C )  the  first  attempt  to  improve  upon  it. 
e  The  new  method  of  teaching  which  it  embodied. 

2  The  VestiUdum  [1633],.  / 

a  Nature  and  object  df  this  book. 

b  Illustrative  sentences.      (Keatinge,  29,  66.) 

3  The  Janua  Ling itarum  Eeserata  [1631]. 

a  Nature  and  object  of  this  book. 

b  Illustrative  pages.      (Keatinge,  22;  Williams,  181-182.) 

c  Eli'ect  of  its  publication. 

4  The  Atrium. 

a  Nature  and  object  of  this  book. 

5  The  Thesaurus. 

a  A  proposed  book ;  nature  of. 

IV  COMENIUS'  BOOKS  ON  METHOD. 

1  The    Great   .Didactic.       (Kayser,    13-58;    Keatinge;    *Laurie,    Pt.    I; 
f  Laurie,  ch.  vi;  *Monroe,  ch.  vi.) 
a  Written  in  Czech,  1628-1632;  published  in  Latin  at  Amsterdam, 
1657 ;  forgotten  for  two  centuries ;  MS.  found  at  Lissa,  1841 ; 
published  in  the  original  at  Prague,  1848;  first  English  edi- 
tion, 1896. 
b  Analysis  of  the  work.     Merits  and  defects, 

1)  The  ultimate  end  of  life. 

2)  Education  a  necessity. 

a)  For  both  sexes. 

b)  The  ideal  of  service. 

3)  Why  schools  have  so  far  failed. 

a)   Possibility  of  reform. 

4)  Following  nature. 

a)   Analogies  drawn. 

5)  Principles  of  easy  teaching. 

6)  Specific  methods. 


22 


183  JOE^  AMOS  COMENIUS. 

7)  School  discipline. 

8)  The  four- fold  division  of  schools.      Studies  in  each.      Age 

limits.     (*Barnard,    395^02;    Barnard's    Jr.,    V,    281- 
286.) 

a)  The  Mother-School. 

b)  The  Vernacular-School. 

c)  The  Latin-School. 

d)  University  education. 

2  llie  School  of  Infancy.     (Kayser,  59-64;  *Monroe,  cli.  vii;  §Monroe 
edition;  Richter  edition.) 
a  Written  in  Czech  between  1628  and  1630 ;  German  edition,  Lissa, 
1633 ;  Latin  edition,  Amsterdam,  1657 ;  first  English  edition, 
1858. 
b  Analysis  of  the  work. 

1)  Claims  of  children. 

2)  Obligations  of  parents. 

3)  Value  of  primary  education. 

4)  Character  of  early  instruction. 

5)  Physical  education. 

6)  Studies;  activity;  expression,  use  of  language. 

7)  Moral  and  religious  training. 

8)  Extent  of  home  training. 

9)  Preparation  for  the  public  school. 

V  COMENIUS'  PLACE  IN  THE  HISTORY  OF  EDUCATION.  (Butler; 
Davidson,  190-208;  Hanus;  Hoffmeister;  Kayser,  84-148;  Keat- 
inge,  124-138,  148-152 ;  *Laurie,  Introd.  an(i  Concl. ;  JLaurie ; 
*Monroe,  chs.  ix,  x;  f Monroe;  Munroe,  eh.  iv;  Miiller;  Plath, 
120-121;  Seyfiearth;  Witte.) 

1  State  of  the  educational  problem  in  Comenius'  time.     Work  of: — 

a  Luther  and  IMelancthon. 

b  John  Sturm  at  Strasburg 

c  John  Calvin  at  Geneva. 

d  John  Knox  and  George  Buchanan  in  Scotland. 

e  Roger  Ascham  and  John  Milton  in  England. 

f  Wolfgang  Ratke  in  Germany. 

2  Debt  to,  and  advances  over,  his  predecessors. 

3  Modern  reforms  which  he  anticipated. 

4  Whv  he  influenced  his  times  so  little. 


184  JOEH}  AMOS  C0MENIU8. 

VI  DUKE  ERNST  THE  PIOUS  OF  GOTHA  [1601-1675].     (Fisclier,  97- 
101;  NoMe,  42-44;  Plath,  139-150;  Schmid,  IV,  Pt.  1,  2-74.) 

1  A  practical  follower  of  Comenius. 

2  His  Schulmethodus  [1642],  or  organization  plan  for  the  Volksschule. 

(Plath,  143-150;  Seeley,  22-23.) 
a  Nature  of.     School  books.     Attendance. 

3  Significance  of  his  work. 


185  JOE:ti  AMOS  C0MENIU8. 

VII  REFERENCES. 

1  Sources. 

CoMENius,   J.   A.     The  Orhis  Pictus.      (Bardeen  Ed.,   reproduction   of   Hoole's 

translation,  London,  1728.) 
Keatinge,  M.  W.   (Ed.).     The  Great  Didactic  of  Comenius. 
MoNATSCHAFTE  DER  Comenius-Gesellschaft.      (Vol.  I,  in  1892.) 
§MoNKOE,  Will  S.  (Ed.).     Comenius  ScJiool  of  Infancy. 
Richteb,  Albekt.     Comenius'  Mutterschule  (reprint  of  the  1633  Lissa  Ed.)  ;  in 
'Neud.  Pad.  Schr.,  pt.  8. 

2  Important  Secondary  Authorities. 

Comenius  Studien.     A  collection  of  six  illustrated  monographs,  as  follows: 

1  Castens,  a.     Was  muss  uns  veranlassen  im  Jahre  1892  das  Andenken 

des  Amos  Comenius  fesilich  zu  begehen.     24  pp. 

2  Vrbka,  a.     Leben  und  Schicksale  des  J.  A.  Comenius.     160  pp.  +  xiii  pp. 

Bibliography. 

3  Bottichee,  W.     Die  Erziehung  des  Kindes  in  seinen  ersten  sechs  Jahren 

nach  Pestalozzi  und  nach  Comenius,  26  pp. 

4  Castens,  A.     Ueber  "Eins  ist  Noth  {Unum  neeessarium) "  von  Comenius, 

22  pp. 

5  Bornemann,  K.     Comenius  als  liartograph  seines  Vatcrlandes. 

6  GiNDELEY,  A.     Ueber  des  J.  A.  Comenius  Leben  und  Wirksamkeit. 
Hiller,  Richard.     Die  Latein-methode  des  J.  A.  Comenius. 

HoFFMEiSTER,  H.  W.     Comenius  und  Pestalozzi  als  Begriinder  der  Volksschule. 

Kayser,  W.     Johann  Amos  Comenius j  sein  Leben  uns  seine  Werke. 
*Laurie,  S.  S.     John  Amos  Comenius. 

Maxwell,  W.  H.     The  Text  Books  of  Comenius.     (Bardeen  Ed.,  reprinted,  with 
Ills.,  from  Proc.  N.  E.  A.,  1892,  712-723. 

Monatschafte  der  Comenius-Gesellschaft.      (Vol.  I  in  1892.) 
*MoNROE,  Will  S.     Comenius  and  the  Beginnings  of  Educational  Reform. 

MiJLLER,  F.  W.     Comenius,  ein  Systematiker  in  der  Pcidagogik. 

Seyffarth,  L.  W.     Johann  Amos  Comenius. 

Staehelin,  Kudolf.     Amos  Comenius. 

Vrbka,  Anton.     Leben  und  Schicksale  des  J.  A.  Comenius,  with  a  bibliography; 
in  Comenius  Studien,  pt.  2. 

Witte,  Dr.  J.     Johann  Amos  Comenius. 

3  Important  Secondary  Authorities  containing  a  good  chapter  on  the  life  and  work 

of  Comenius. 
^N   Barnard,  Henry.     John  Amos  Comenius   (Eaumer)  ;  in  Barnard's  Jr.,  V,  257- 
298.  -- 

*Barnard,  Henry.     German  Teachers  and  Educators. 
Butler,  N.  M.     The  Place  of  Comenius  in  the  Histoiy  of  Education;  in  Proc. 

N.  E.  A.,  1892,  723-728. 
Dibcks,  H.     a  Biographical  Memoir  of  Samuel  Eartlib. 

Hanus,  Paul  H.     The  Permanent  Influence  of  Comenius;   in  Educ.  Rev.,  Ill, 
226-236. 
J  Hark,  J.  M.     Private  Life  and  Personal  Characteristics  of  Comenius;  in  Proc. 

N.  E.  A.,  1892,  703-711. 
fLAURlE,  S.  S.     Teachers'  Guild  Addresses. 

.JLaurie,  S.  S.     The  Place  of  Comenius  in  the  History  of  Education;  in  Educ. 
Rev.,  Ill,  211-226. 


JOH^  AMOS  C0MENIU8.  186 

Masson,  DA^^D.     The  Life  of  Milton,  III. 
MuNROE,  J.  P.     The  Educational  Ideal. 
Plath,  Juijus.     Schorn's  Geschichte  der  Piidagogik. 
Quick,  R.  H.     Essays  on  Educational  Hefonncrs. 
ScHMiD,  K.  A.     Geschichte  der  Erziehuny,  III,  Pt.  2. 
Williams,  S.  G.     History  of  Modern  Education. 

4  Secondary  Authorities   of  lesser  importance,  and  those  containing  short,  general 

articles  on  the  life  and  work  of  Comcnius. 
Bi^UMEiSTER,  A.     Handhuch  der  Er-iehungs-  und  Unterrichtslehre,  I,  Pt.  1. 
Drowning,  Oscar.     Educational  Theories. 
CompayrjS,  G.     History  of  Pedagogy. 
Davidson,  Thos.     History  of  Education. 

DiTTES,  F.     Geschichte  der  Erziehung  und  des  Unterrichtes. 
Fischer,  Otto.     Leben,  Schriften,  und  Bedeutung  der  wichtigsten  Pddagogen. 
tMoNROE,  Will  S.     Comenius,  the  Evangelist  of  Modern  Pedagogj';  in  Education, 

XIII,  212-219. 
Paulsen,  Fr.     Geschichte  des  gelehrten  Unterrichts,  I.      (2d  Ed.,  1896.) 
Regexer,  Fr.     SJcizzen  zur  Geschichte  der  Piidagogik. 
Schiller,  Hermann.     Lehrhuch  der  Geschichte  der  Piidagogik. 

5  Works  or  articles  of  lesser  importance,  or  having  reference  to  a  single  point. 

*Ball,  W.  W.  R.     Short  History  of  Mathematics. 
fBALL,  W.  W.  R.     History  of  Mathematics  at  Cambridge. 
Bardeen,  C.  \\.     The  Text-Books  of  Comenius;  in  Educ.  Rev.,  Ill,  223-226. 
Blodgett,  Jas.  H.     Was  Comenius  Called  to  Harvard;  in  Educ.  Rev.,  XVI,  391-   *^ 

393. 
Hazlitt,  Wm.  Carew.     Schools,  School-Books,  and  Schoolmasters. 
Lippert,  F.  a.  M.     Joliann  Heinrich  Alsteds  pddagogischdidaktische  Reform- 
Bestrebungen  und  ihr  Einfluss  auf  J.  A.  Comenius. 
JMoNROE,  Will  S.     Was  Comenius  Called  to  Harvard;  in  Educ.  Rev.,  XII,  378-  w 
382. 
NoHLE,  Dr.  E.     History  of  the  German  School  System;  in  Rep.  U.  S.  Com.  Educ., 

1897-1898,  I,  42-44. 
Seeley,  Levi.     The  Common  School  System  of  Germany. 

Vostrovsky,  Clara.     A  European  School  of  the  Time  of  Comenius    [Prague, 
1609] ;  in  Education,  XVII,  356-300. 


'^^,£^':H.^i^-^"-"'7- 


XXXII     THE   APPEAL   TO   NATURE. 

A  John  Locke  [1632-1704]. 

(Lewes,  II.  Srd  Ep.,  ch.  ii;   *Quick,  eh.  xiii ;   Scliiller,  142-149;   Schmid,  IV,  Pt.   1,  343-403; 
Ueberweg,  II,  79-90;   Williams,  202-209.) 

I  HIS  LIFE.      (Bourne;  Fowler;  Fraser,  pt.  1;  f Quick,  xix-xlvi;  Sallwurk, 
i-lxxii.) 

1  Student  life  at  Christ  Church,  Oxford  [1652-1655].      (Bourne,  I,  ch. 

ii;  Fowler,  ch.  i.) 

2  His  services  to  the  State.     His  exile  [1683-1689].    Extradition  asked 

for   [1685].      Pardoned   [1686].      Eeturned  to  England   [1689]. 

3  His  habit  of  writing  out  his  ideas. 

a  His  theory  of  life. 

4  His  work  as  a  tutor. 

a  To  the  son  of  Sir  John  Banks  [1677-1679]. 
b  To  the  son  of  Lord  Shaftesbury  [1679-1683]. 

5  The  productive  period  after  1685. 

II  LOCKE'S  THOUGHTS  ON  EDUCATION  [1693].  (Section  citations 
based  on  f Quick  edition;  *Barnard,  223-342;  f Barnard,  428- 
440;  Barnard's  Jr.,  VI,  210-222,  XI,  460-484;  Bourne,  II,  253- 
269;  Compayre,  194-211;  Fowler,  ch.  x;  Leitch,  1-51;  Sallwurk.) 

1  Physical  aspect  of  education.      (Sects.  1-29,  115-116.) 

a  Care  of  the  body. 

b  Diet. 

c  The  hardening  process. 

2  Formation  of  habits.      (Sects.  29-43.) 

a  The  tabula  rasa  idea  of  the  mind. 

3  Punishments  and  rewards. 

a  Nature  of.     (Sects.  39-66,  76-87,  102-114.) 

b  Dealing  with  children  in  general.       (Sects.  120-122.) 

c  Relations  of  father  and  son.     (Sects.  94-99.) 

4  Manners ;  good  breeding. 

a  Influence  of  example.      (Sects.  67-71.) 

b  Importance  of  the  proper  choice  of  a  tutor.      (Sects.  90-94.) 
c  The  requisites  of  a  gentlemen.      (Sects.  132-145.) 
.  187  f 


188  JOHN    LOCKE. 

5  Intellectual  education. 

a  Essentials  in  the  person  of  a  tutor.      (Sects.  88-94.) 

b  Pleasurable  nature  of  learning.    (Sects.  71-76,  118-131,  148-156.) 

c  Latin  and  Latin  Grammar.      (Sects.  164-178.) 

d  The  mother  tongue.     (Sect.  198.) 

e  Other  studies.     (Sects.  159-163,  178-195.) 

f  Accomplishments.     (Sects.  196-199,  206-211.) 

g  Manual  arts;  learning  a  trade.     (Sects.  200-206,  208-210.) 

6  Eecreation  and  travel.     (Sects.  211-216.) 

7  Locke's   Plan   for    Working   Schools    for   the    children    of   paupers. 

(f  Quick,  xliii-xliv,  Appendix  A.) 

Ill  LOCKE  AND  HIS  TREATISE.  (*Barnard,  209-222;  fBarnard,  427- 
440;  Barnard's  Jr.,  VI,  209-222;  Browning,  ch.  vii;  Davidson, 
200-209;  Dittes,  166-169;  Gill,  19-38;  Munroe,  95-123;  *Quick, 
ch.  xiii;  f  Quick,  xlvi-lix.) 

1  The  sources  of  his  work.     (Lepzien;  Mehner.) 

2  His  debt  to  Montaigne,  and  his  influence  upon  Rousseau.     (Mehner; 

I  Quick,  xlvi-liii.) 

3  For  whom  intended. 

4  Locke's  educational  ideas. 

a  Purpose  of  instruction. 

b  Method. 

c  Subject  matter. 

d  Practice  and  habit. 

e  Companions.     Teachers. 

5  Locke  in  relation  to  his  time. 

6  Locke  compared  with  Comenius. 


JOHN    LOCKE.  1^^ 


IV  REFERENCES. 


1  Sources. 

*Barnard,  Henry.     Euylish  Pedagogy. 

Locke,  John.     Essays  Concerning  Human  Understanding. 
tQviCKi  R.  H.   (Ed.).     Locke's  Thoughts  on  Education. 

Sallwurk,  Dk.  E.  vox.     John  Locke's  Gedanken  ubcr  Erzichung.      l,Bibl.  Piid. 
Klass.,  XXII.) 

2  IiiiBortant  Secondary  Authorities. 

Barnard,   Henry.     Locke's   Thoughts   on    Education    (Raumer)  ;    in   Barnard  s 
Jr.,  VI,  210-222;  XI,  460-484. 
♦Barnard,  Henry.    English  Pedagogy. 
IBarnard.  Henry.     German  Teachers  and  Educators. 
Bourne,  H.  R.  Fox.     The  Life  of  John  Locke.     2  Vols. 
Fowler,  Thos.     John  Locke. 
Lewes,  Geo.  H.     The  History  of  Philosophy,  II. 
Munroe,  J.  P.     The  Educational  Ideal. 
*QuiCK,  R.  H.     Essays  on  Educational  Pefonncrs. 
ScuMiD,  K.  A.     Geschichte  der  Erziehung,  IV,  Ft.  1. 
Ueberweg,  F.     History  of  Philosoj)hy,  II. 
3  Minor  Secondary  Authorities  and  General  Works. 

Browning,  Oscar.     Introduction  to  Educalioual  Theories. 

CoMPAYRE,  G.     History  of  Pedagogy.     /^^-J^'f 

Davidson,  Thos.     A  History  of  Education. 

DiTTES,  F.     Geschichte  der  Erziehung  tmd  des  Unterriehtes. 

Eraser,  Alex.  Campbell.     Locke. 

Gill,  John.     Systems  of  Education. 

Leitch,  James.     Practical  Educationists  and  their  Systems. 

Lepzien,  a.  ]M.  J.     1st  Thomas  Elyot  ein  Yorgdnger  John  Locke's  in  der  Erzie- 

hungslehre? 
IklARK,  H.  T.     History  of  Educational  Theories  in  England. 
:Mehner,  Carl  Max.     Der  Einfluss  Montaigne's  auf  die  padagogischen  Ansichten 

von  John  Locke. 
Schiller,  Hermann.     Lehrhuch  der  Geschichte  der  PUdagogik. 
Williams,  S.  G.     History  of  Modern  Education. 


190  JEAN-JACQUES    ROUSSEAU. 

B    Jean-Jacques  Rousseau    [1712-1778]. 

(Baumeister,  I,  Pt.  1,  195-198;  Browning,  cli.  ix;  Caird,  I,  105-146;  Carlyle;  Clarke,  343- 
381;  tDavidson,  209-219;  Dittes,  188-195;  Enc.  Brit.,  art.  Rousseau;  Faguet,  327-408; 
Fischer,  116-128;  Francke,  III.  289-397;  Graham;  Hailman,  lect.  vii ;  Lang;  Levj'- 
Bruhl,  ch.  viii;  Jos.  Payne,  89-91;  Plath,  198-213;  Schiller,  235-247;  Schmid,  IV,  Pt. 
1,  563-612;  Van  Laun,  III,  90-110;  Williams,  290-309.) 

I  ROUSSEAU'S  LIFE.      (*Barnard,  459-463;  Barnard's  Jr.,  V,  459-463; 

Graham;  Mimroe,  ch.  vii;  Rousseau's  Confessions.) 

1  The  dependent  and  passive  period  [1712-1741].      (*Davidson.  ch.  ii; 

Morley,  I,  chs.  ii,  iii.) 
a  Early  life.      Care  of  an  aunt.      Precocity.      Life  in  the  country, 
eight  to  ten ;  and  in  Geneva,  ten  to  twelve. 
1)  Nature  of  his  education  thus  far. 
b  Apprenticed  to  an  engraver  from  twelve  to  sixteen.     The  result, 
c  Became  a  Catholic.     Life  as  a  vagabond,  sixteen  to  twenty, 
d  His  life  for  the  next  nine  years. 

2  The  independent  and  productive  period    [1741-1778].       (*Davidson, 

ch.  iii.) 
a  Went  to  Paris  in  1741.     Secretary  to  the  ambassador  to  Venice. 

Parisian  life.      (Morley,  I,  ch.  vi.) 
b  The  Dijon  Academy  prize  of  1749. 
c  Identified  himself  with  the  common  people, 
d  The  Origin  of  Inequality  [1753]. 

e  Went  to  Montmorency  to  live.     The  great  literary  period.     (Mor- 
ley, II,  ch.  i.) 

1)  The  New  Heloise.     [Finished,  1759;  published,  1761.] 

2)  The  Social  Contract  [1762].     (Morley,  II,  ch.  iii.) 

3)  Emile  [1762]. 

3  The  storm  which  the  Emile  caused.      Subsequent  history. 

a  His  persecutors. 

b  Exile:— Switzerland,   England,    France.       (Morley,    II.    chs.   vi, 

vii.) 
c  Returned  to  Paris  [1770]. 
d  Death  and  burial  at  Ermenonville  [1778]. 

e  His  ashes  removed  to  Paris  and  placed  in  the  Pantheon  [1793]. 
">  4  Character   of   his   life.       His   aspirations.       The   result.       His    Con- 
fessions. 

II  THE  TIMES  IN  WHICH  HE  LIVED.     (*Davidson,  ch.  i.) 
1  Writers  before  Rousseau. 

a  The  political  theories  of  Ilobbes  and  Locke, 
b  Montesquieu's  Esprit  des  lois  [1748]. 
c  Morelly's  Code  de  la  nature  [1754]. 


191  JEAN -JACQUES    ROUSSEAU. 

2  Ideas  and  questions  of  tlie  age. 

a  The  state  of  "Nature." 

b  The  laws  of  "Nature." 

G  The  social  contract. 

d  Inequality  arising  under  the  social  contract. 

e  The  ideal  and  the  normal  form,  of  human  life. 

f  Are  men  bound  to  submit  to  social  regulations  against  their  wills. 

3  Growing  tendency  to  look  upon  man  as  the  originator  of  law  and  the 

social  order,  and  hence  as  the  master  of  the  universe,  resulting 

in: — 
a  Decline  of  ecclesiastical  authority, 
b  Conception  of  human  duty  as  the  following  of  Nature. 

4  Rousseau  gathered  up  these  ideas  and  stated  them. 

a  His  work  opportune. 

b  His  work  the  antithesis  of  his  life. 

Ill  ROUSSEAU'S  EMILE.  (*Barnard,  463-484:  Barnard's  Jr.,  V,  463- 
484;  *Compayre,  ch.  xiii;  fCompayre,  chs.  ii-iv;  Morley,  II,  ch. 
iv;  Munroe,  ch.  vii;  Platli,  198-213;  Quick,  ch.  xiv;  Wier.) 

1  Infancy,  or  the  education  of  Emile  to  the  age  of  five.     (Emile,  bk.  1; 

*Davidson,  ch.  v.) 
a  The  hand  of  Nature  and  the  Influence  of  man. 

1)   Civilized  man=l  /  ic. 
b  Education  to  consider  human  destiny, 
c  The  mother's  duty.     Duty  of  the  father. 
d  Training  the  child. 

1)   The  hardening  process, 
e  Instruction  vs  guidance. 

1)  Emile  and  his  tutor. 

2)  Only  habits  no  habits. 

3)  City  vs  country  life. 

2  Childhood,  or  the  education  of  Emile  from  the  age  of  five  to  twelve. 

(Emile,  bk.  2;  *Davidson,  ch.  vi.) 
a  Punishments. 

1)   The  order  of  nature;  punishment  by  consequences, 
b  Spoiling  the  child ;  a  correct  start. 

1)   Reason  vs  commands, 
c  To  gain  time  by  losing  it. 

1)  Doing  while  doing  nothing. 
d  Memory  and  reason  go  together. 

1)  Words  without  ideas. 

2)  Studies  in  the  early  period;  books. 


192  JEAN-JACQUES    ROUSSEAU. 

3)  Leariiing  to  read. 

4)  Study  of  physics. 

a)    Sense  training. 

5)  Drawing  and  painting. 

6)  Geometry. 

7)  Music. 

6  Education  to  be  emancipation. 

1)  Limile's  free,  frank  manner. 

2)  Emile  knows  his  powers. 

3  Boyhood,  or  education  of  Emile  from  the  age  of  twelve  to  fifteen. 

( Emile,  bk.  3 ;  *Davidson,  ch.  vii. ) 
a  Choice  in  studies, 
b  Order  of  progress  in  studies, 
c  * '  Transform  sensations  into  ideas. ' ' 

1 )  Curiosity. 

2 )  Re-discovery. 

d  Method  in  geography, 
e  Method  in  physics, 
f  The  curse  of  books. 

1)  Emile 's  one  book. 

g  ' '  Values  men  by  their  trades,  things  by  their  usefulness. ' ' 
h  Beginning  the  study  of  society. 
.    1 )  Value  of  life ;  origin  of  society. 

2)  Instability  of  thrones;  approaching  revolutions. 

3)  Independence  of  the  laborer. 

4)  An  honorable  trade. 

a)  Learning  a  trade. 

4  Adolescence,  or  the  education  of  Emile  from  the  age  of  fifteen  to 

twenty.     ( Emile,  bk.  4 ;  *Davidson,  ch.  viii. ) 
a  The  second  birth ;  the  preparation. 

1 )  Now  first  comes  to  know  suft'ering,  misery,  human  calamities, 
and  death. 
a)   The  heart  to  be  expanded, 
b  The  study  of  society  as  it  is. 

1 )   "  Through  doing  good  to  become  good. ' ' 
c  Study  of  history  and  biography  to  begin. 
d  Method  of  dealing  with  Emile  now. 
6  Reason  to  rule  him  in  the  social  vortex. 

1)   His  religion, 
f  Problem  now  how  to  divert  his  senses  and  energies, 
g  To  enter  the  world  at  twenty. 

1)  His  wife.    The  ideal, 
h  Emile 's  simple  tastes. 

1 )  Riches  do  not  bring  pleasure. 


23 


193  JEAX-JACQUES    ROUSSEAU. 

5  Youth,  or  iiimile  from  the  age  of  twenty  until  his  marriage,  and  the 

education  of  his  wife,  Sophie.     (Emile,  bk.  5;  fCompayre,  ch.  v; 
*Davidson,  ch.  ix.) 
.  a  Difference  between  the  sexes. 
b  Consequent  difference  in  the  education  to  be  given  to  each, 
c  Nature  to  be  followed  in  all  that  characterizes  sex. 
d  The  object  and  duty  of  woman. 
1)  How  this  modifies  education, 
e  The  education  of  a  girl. 

1)  Physical  to  take  precedence. 

2 )  Amusements. 

3)  Inconstancy;  gentleness;  docilit}^ 

4)  Religious  instruction. 

5)  Study  of  men. 
f  Sophie  described. 

6  Manhood,  or  the  after  life  of  Emile  and  Sophie.     (*Da'vidson,  ch.  x.) 

a  The  continuation  of  the  Emile. 

b  Trials  and  calamities.  , 

c  Value  of  Emile 's  education  demonstrated. 

IV  EFFECT  OF  ROUSSEAU'S  WORK;  HIS  INFLUENCE.     (*Davidson, 

ch.  xi.) 
^  1  Effect  on  France  and  on  Europe  of  laying  bare  the  defects  and  abuses 
in  education. 

2  Great  sale  of  the  book. 

a  Morality  became  a  passion.     (tCompayre,  ch.  vi.)    / 

3  Influence  on  French  political  and  religious  thought. 

a  ' '  Return  to  Nature  ' '  in  everything. 

b  Emotional  faith  a  substitute  for  religion. 

c  ' '  The  Father  of  Democracy. ' ' 

4  Influence  on  German  thought. 

a  Kant. 

b  The  "  Storm  and  Stress"  period  of  German  literature. 

5  Great  influence  on  education.      (*Barnard,  485-486;  Barnard's  Jr., 

V,  485-486.) 
a  Education  popularized. 
b  Pestalozzi.     (Ilerisson.) 
c  Basedow  and  German  thinkers.     (See  Syllabus,  sect.  XXXIV,  C.) 

6  The  philosophical  unsoundness  of  his  educational  theories. 

a  His  real  service. 


194  JEAN-JACQUES    ROUSSEAU. 


,^^X[yVjL%^<.'ZJi  (w^x^^-c^ 


V  REFERENCES. 

1  Sources.    1^Wva^*-«-<«'*^; 

Rousseau,  J.- J.    Etnile.    '(Trans,  by  W.  H.  Paj'ne.) 

Rousseau,   J.- J.     Emile    (Abridged).      ( Steeg-Worthiiigton   Ed.) 

Rousseau,  J.-.T.     The  Confessions. 

2  Most  Important  Secondary  Authorities. 

Barnard,  Henry.     Jean- Jacques  Rousseau;  in  Barnard's  Jr.,  V,  459-486. 
*Barnard,  Henry.     German  Teachers  and  Educators. 
*CoHPAYRE,  G.     History  of  Pedagogy. 

fCoMPAYRE,  G.     J.-J.  Rousseau  et  Veducation  de  la  nature. 
Craddock,  Thos.     Rousseau,  as  Described  hy  Himself  and  Others. 
^^*Davidson,  Thos.     Rousseau  and  Education  According  to  Nature.    ' 

Levy-Bruhl,  Lucien.     History  of  Modern  Philosophy  in  France. 
^  MoRLEY,  John.     Rousseau.     2  Vols. 
MiTNROE,  J.  P.     The  Educational  Ideal. 
^  Quick,  R.  H.     Essays  on  Educational  Reformers. 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  IV,  Pt.  1. 

3  Secondary  Authorities  of  lesser  importance. 

Baumeister,  a.     Handbuch  der  Erziehungs-  und  Unterrichtslehre,  I.  Pt.  1. 
Browning,  Oscar.     Introduction  to  Educational  Theories. 
fDAViDSON,  Thos.     History  of  Education. 
DiTTES,  Fr.     Geschichte  der  Erziehung  und  des  Unterrichtes. 
Fischer,  Otto.     Leben,  Schriften,  und  Bedeutung  der  wichtigsten  Piidagogen. 
Graham,  Henry  G.    Roitsseau. 
Hailman,  W.  N.     History  of  Education. 
Herisson,    F.     Pestalozzi;    eleve    J.-J.    Rousseau.      (Musee    Pedagogique;    Me- 

moires  et  documents  scholaires.  No.  28.) 
Lang,  Ossian  L.     Rousseau  and  his  Entile. 

Payne,  W.  H.     Education  according  to  Nature;  in  Proc.  N.  E.  A.,  1895,  114-125. 
Payne,  Jos.     History  of  Education. 
Plath,  Julius.     Schorn's  Geschichte  der  Piidagogik. 
ScHiLXER,  Hermann.     Lehrbuch  der  Geschichte  der  PUdagogik. 
"^   Street,  A.  E.     Rousseau's  Theory  of  Education;  in  Educ.  Rev.,  V,  278-290. 
WiER,  Sam'l.     a  Key  to  Rousseau's  Emile;  in  Educ.  Rev.,  XVI,  61-69. 
Williams,  8.  G.     History  of  Modern  Education. 

4  General  Works  containing  a  good,  general  chapter. 

Clarke,  Jas.  Freeman.    Jean-Jacques  Rousseau;  in  Memorial  and  Biographical 

Sketches. 
Carlyle,  Thos.     The  Hero  in  Literature;  in  Heroes  and  Hero  Worship. 
Cairo,  Edward.     Rousseau;  in  Essays  on  Literature  and  Philosophy,  I. 
Faguet,  Emile.     Rousseau;  in  Dix-huitieme  sicclej  etudes  littcraires. 
Francke,  Adolphe.     Rousseau;  in  Reformateurs  et  publicistes  de  VEurope,  III. 
Goldsmith,  Oliver.     Essay  on  Education;  in  Barnard's  Jr.,  XIII,  347-353. 
Van  Laun,  Henri.     History  of  French  Literature,  III. 


/'-,5uU^;  H.  1^-   l-^'-Z-V?. 


\l 


XXXIII     THE    REVOLUTION  AND    EDUCATION 

IN   FRANCE. 

(Arnold,  ch.  iv;  Babeau;  Barnard's  Jr.,  XX,  217-218;  fCompayre,  II;  Dreyfus-Brisac,  III, 
250-286;  Dnmesnil;  Duruy;  *Min.  Publ.  Instr.,  8-12;  $Min.  Publ.  Instr.,  1-12;  Picavet, 
43-64;  Teegau,  ch.  i.  For  the  text  of  all  laws  and  decrees  adopted  see  Beauchamp,  or 
Greard. ) 

I  THE  DEVELOPMENT  OF  ABSOLUTE  MONARCHY.     (Duruy;  Low- 
ell; May,  Il/chs.  xii,  xiii.) 

1  The  kings  r-Louis  XIII  [1610-1643]  ;  Louis  XIV  [1643-1715]  ;  Louis 

XV  [1715-1774]  ;  Louis  XVI   [1771-1789]. 

2  Work  of  Richelieu  [1624-1642]  in  centralizing  power  in  the  hands  of 

the  king  and  breaking  dowoi  the  power  of  the  nobility. 

3  Triumph  of  absolute  monarchy  [1661-1715]  ;  perfection  of  the  admin- 

istrative machinery;  suppression  of  local  liberties. 

4  The  court  at  Versailles  [1682]   and  the  influence  of  French  splendor 

on  Europe ;  Golden  Age  in  French  literature. 

5  Private  policy  of  Louis  XV;  reign  of  favorites;  destruction  of  the 

power  of  parliament. 

6  New  taxes ;  bankruptcy  of  the  nation ;  decline  of  agriculture ;  wretched 

condition  of  the  common  people;  general  unrest. 

II  THE  OVERTHROW  OF  THE  OLD  REGIME.     (Duruy;  Faguet,  193- 
278;  Lowell;  May,  II,  ch.  xvi.) 

1  The  work  of  the  political  philosophers  of  the  18th  century. 

a  Influence  of  John  Locke.  ' 

b  Montesquieu  [1689-1755].  Lettres  Persanes  [1721]  ;  L'esprit  des 
lois  [1748].     (Levy-Bruhl,  ch.  v;  Van  Laun,  23-36.) 

c  The  work  of  Voltaire  [1694-1778].  (Faguet,  193-278;  Levy- 
Bruhl,  ch.  vi;  Van  Laun,  III,  43-66.) 

d  Rousseau  [1712-1778].  L'origine  de  I'incgalite  [1753];  Contrat 
Social  [1762]  ;  Emile  [1762],      (Syllabus,  sect.  XXXII.) 

2  Increasing  power  of  public  opinion;  increasing  demand  for  reforms. 

3  Meeting  of  the  States-General  [May  5,  1789]. 

a  Declared  itself  The  Constituent  Assembly  [June  17,  1789]. 
b  Fall  of  the  Bastile  [July  14,  1789]. 

195 


196  THE  REVOLUTION  AND  EDUCATION. 

4  The  Legislative  Assembly  [Oct.  1,  1791-Sept.  21,  1792]. 

5  The  Constitutional  Convention  proclaimed  a  Republic  [1792]. 

III  THE  IDEA  OF  NATIONAL  EDUCATION.     (*Compayre,  chs.  xiv,  xv; 

fCompayre,  II,  chs.  vi,  vii;  Dumesnil,  ch.  ii.) 

1  Work  of  the  philosophers  in  preparing  the  way  for  the  secularization 

of  education. 

2  Decline  in  vigor  of  the  Jesuits  and  failure  of  their  schools  to  change  to 

meet  the  needs  of  the  times. 
a  Complaints  against  their  system  [1762]. 
b  Expulsion  of  the  Order  from  France  [1764]. 

3  Demand  for  civil  instead  of  religious  teachers. 

4  La  Chalotais'  Essai  d'educatiou  nationale   [1763].     (Buisson;  *Com- 

payre,  ch.  xv;  fCompayre,  II,  207-226.) 
a  Education  a  civil  affair ;  citizen  teachers, 
b  Education  to  make  French  citizens, 
c  Studies  from  five  to  ten. 
d  Studies  from  ten  to  seventeen. 

1)    Character  of  the  proposals, 
e  Views  on  the  extension  of  popular  education, 
f  Merits  of  the  treatise. 

5  Rolland's   Report  to   the   Parliament  of  Paris    [1768].       (Buisson; 

*Compa3nre,  ch.  xv;  fCompayre,  II,  227-248.) 
a  His  views  on  the  extension  of  popular  education,  the  training  of 

teachers,  and  the  centralization  of  education, 
b  Seconded  by  Turgot  [1775]. 

6  The  right  of  the  State  to  preserve  itself  through  education. 

7  Demands  of  the  Cahiers  of  1789  as  to  education.      (Grimaud,  6-10.) 

IV  LEGISLATIVE   ATTEMPTS   AT   ORGANIZATION.     (Barnard's  Jr., 

XXII,  651-664,  for  abstract  of  proposals;  *Compayre,  chs.  xvi, 
xvii.) 

1  State  of  elementary  education  in  1789.      (Arnold,  ch.  iv;  Babeau,  ch. 
i;  Fayet,  chs.  ii,  iii.) 
a  The  Catholic  view.      (Alain,  chs.  iv-viii.) 
b  The  anti-Catholic  view, 
c  The  percentage  of  illiteracy,  and  what  it  indicates. 

1)  "In  1790  there  were  53%  of  men  and  73%  of  women  who 
could  not  sign  their  names  to  the  marriage  contracts." 
(*Compayre,  365.) 


197 


TUE  REVOLUTION  AND  EDUCATION. 


2)  In  the  Departmeut  of  Haute-Marne,  one  of  the  best  edu- 
cated Departments  of  France,  the  statistics  of  illiteracy, 
as  shown  by  the  inability  to  sign  the  marriage  records, 
are  as  follows: — (Fayet,  12-13.) 


Haute-Marne. 

France 

as  a  whole 

Period. 

Men. 

Women. 

Men. 

Women. 

1701-1725 

54.8% 

80.5  % 

1726-1750 

46.7 

79.0 

1751-1775 

37.3 

75.5 

1776-1800 

28.2 

65.9 

53.0^ 

73.0' 

1858-1868 

3.0 

0.0 

27.0 

41.6 

Tor  the  year  1790  only. 

2  What  Avas  taught  in  the  secondary  schools.      (See  table  in  fMin.  Publ. 
Instr.,  1887,  pp.  412-416.) 


A    FRENCH     SCHOOL    BEFOIIE     THE    REVOLUTION. 
(After  an  etcliing  by  Boisseau  [1730-1809].     From  Lacroix,  The  Eighteenth  Century,  j).  245.) 

3  The  Constituent  Assembly  [June  17,  1789-Sept.  30,  1791].      (Babeau, 

ch.  ii:  Buissoii,  Pt.  1,  tome  I,  125-126,  tome  II,  1674;  *Compayre, 

ch.   xvi:    fCompayre,    II,    249-272;    Grimaud,    11-22;   Liard,    I, 

117-148.) 

a  .Mi ra beau's  Discourses  on  Education.      (Dumesnil,  ch.  iii ;  Hip- 

peau,  I,  1-32.) 


198  THE  REVOLUTION  AND  EDUCATION. 

b  The  Constitution  of  September  4,  1791,  on  education.     (Buisson.) 
c  Talleyrand's  Rapport  [Sept.  10-11,  1791].      (Buisson;  Dumesnil, 
eh.  iv;  Hippeau,  I,  33-184.) 

1)  His  four  grades  of  instruction. 

2)  Nature  of  the  primary  education  proposed. 

4  The  Legislative  Assembly  [Oct.  1,  1791-Sept.  21,  17921.      (Babeau,  ch. 

ii ;  Buisson,  Pt.  1,  tome  I,  462-464,  tome  II,  1674—5 ;  *Compayre, 
ch.  xvi;  fCompayre,  II,  273-290;  Grimaud,  22-25;  Liard,  I,  149- 
164.) 
a  Condorcet's  Eapport  [April  20-21,  1792].      (Buisson;  Dumesnil, 
ehs.  V,  vi;  Hippeau,  I,  185-288.) 

1)  Liberty  and  equality  impossible  without  education. 

2)  His  five  grades  of  instruction. 

3)  Primary  education. 

4)  Elements  of  technical  and  scientific  knowledge. 

5  The  National  Convention  [Sept.  21,  1792-Oct.  26,  1795] .     (Allain,  chs. 

ii,  iii;  Babeau,  ch.  iii;  Buisson,  Pt.  1,  tome  I,  520-571;  *Compayre, 
ch.  xvii;  fCompayre,  291-324;  Hippeau,  II,  chs.  i-iv;  Liard,  I, 
165-285.) 
a  Multiplicity   of   reports,    bills,    and   decrees.       (Arnold,   ch.    iv; 

Buisson,   Pt.    1,   tome    I,    649-652;    Dumesnil,    chs.    vii-xii; 

Grimaud,  26-55;  Hippeau,  I,  289^22.) 

1)  Abolition  and  confiscation  of  all  secular  and  endowed  schools 

and  colleges  [1793].      (Beauchamp,  I,  14;  Liard,  I.) 
a)   Supremacy  of  the  State. 

2)  Primary  schools  ordered  established   [1793].       (Allain,  ch. 

iii;  Beauchamp,  26-27.) 

a)  Schools;  teachers;  subjects  of  instruction. 

b)  Claim  of  the  State  on  the  child. 

b  The  law  of  the  3rd  of  Brumaire,  year  IV  [Oct.  27,  1795],  organiz- 
ing the  entire  system  of  instruction.  (Barnard's  Jr.,  XX, 
228-229;  Beauchamp,  I,  36-42;  *Compayre,  409-411;  Grim- 
aud, 55-57;  Liard,  I,  225-255.) 

1)  The  new  provisions  regarding  popular  education. 

a)   Change  in  the  attitude  of  the  State. 

2)  The  schools  thus  founded  became  the  first  Lycees  of  1802. 
c  The  Constitution  of  1795  on  education.      (Beauchamp,  I,  34.) 

d  Organization  of  the  Normal  School  of  Paris  [1795],  the  Polytech- 
nic School,  and  a  number  of  scientific  bureaus.  (Allain,  ch. 
v;  Ecole  normale,  21-209;  Hippeau,  I,  423^69.) 

6  The  Directory  [1795-1799].      (Allain,  ch.  vii;  Liard,  I,  285-312.) 

7  The  Consulate.      (Syllabus,  sect.  XXXVIII.) 


199  THE  REVOLUTION  AND  EDUCATION. 

8  Comparative  fruitlessness  of  the  various  attempts.      (AUain,  ch.  vi; 
Babeau,  chs.  vii,  viii;  Grimaud,  55-60.) 
a  Why  the  efforts  were  unavailing, 
b  The  new  spirit  which  inspired  them. 

c  National  and  lay  education  as  yet  little  more  than  a  cherished 
hope,  though  its  lines  were  roughly  indicated. 

y  REFERENCES. 

1  Sources,  extracts  from  and  digests  of  sources,  and  secondary  authorities  of  first 

importance. 
Allain,  E.     L'ceuvre  scholaire  de  la  revolution,  1789-1802. 
Babeau,  Albert.     L'ecole  de  village  pendant  la  revolution. 
Barnard,  Henry.     Public  Instruction  in  France,  1789-1808;  in  Barnard's  Jr., 

XXII,  651-664. 
Beauchamp,  a.  de   (Ed.).     Enscigne)nent  superieur;  lois  et  reglements,  I,  1789- 

1847. 
BmssoN.  F.     Dictionnaire  de  pedagogic  et  d'instruction  primaire,  Pt.  1,  tome  I. 
*CoMPATKfi,  G.     History  of  Pedagogy. 
fCoMPAYR:^,  G.     Histoire  critique  des  doctrines  de  Vedueation  en  France  depuis 

le  seizieme  siecle,  II. 
Dumesnil,  Georges.     La  pedagogic  r^volutionnaire. 
DuRUY,  Albert.     L'instruction  publique  et  la  revolution. 
EcoLE  normals.     La  centenaire  de  l'ecole  normale,  1795-1895. 
Fayet,  M.     Recherches  historique  et  statistiques  sur  les  communes  et  les  ecoles 

de  la  Haute-Marne,  1701-1869. 
Gr^ard,  V.   C.   0.     La  legislation  de  l'instruction  primaire  en   France  depuis' 

1789.     Vol.  I.      (2d  Ed.) 
HiPPEAU,  Celestin.     L'instruction  publique  en  France  pendant  la  revolutions : 

I,  Rapports;  II,  Debats. 
fMiNiSTER  PuBL.   Instr.     Statistique  de  Venseignement  secondaire,   1887. 
MusEE  Pedagogique.     Note   sur  l'instruction  publique  de   1789-1808;    in   Me- 

moires  et  Docs.  Schol.,  No.  71. 

2  Secondary  authorities  of  lesser  impoilance,  and  General  Works. 

Alain,  l'Abbe.     L'instruction  primaire  en  France  avant  la  revolution. 

Arnold,  Matthew.     Popular  Education  ii\  France. 

Deeyfus-Brisac,  E.     L'education  nouvelle,  II,  III. 

Faguet,  Emile.     Dix-huiticme  siccle;  etudes  litteraires. 

Grimaud,  Lol'IS.     Histoire  de  la  liberte  d'enseignement  en  France,  1789-1898. 

Levy-Bruiil,  Lucien.     History  of  Modern  Philosophy  in  France. 

LiAED,  Louis.     L'enseignement  superieur  en  France,  1789-1893,  I. 

Lowell,  E.  J.     Eve  of  the  French  Revolution. 

May,  Sir  Thos.  E.     Democracy  in  Europe,  II. 
•Minister,  Publ.  Instr.     Statistique  de  l'enseignement  superieur.  1868-1878. 
^Minister  Publ.  Instr.     L'inspection  de  l'enseignement  jtrimaire. 

PicAVET,  F.     L'education. 

Teeg.\n,  Thos.  H.     Elementary  Education  in  France. 

TiiftRY,  A.  F.     Histoire  de  l'education  en  France.     2  Vols. 

Van  Lavn,  Henri.     History  of  French  Liierature,  III. 


Sciz^ii...  (^./i^.a^v^M-^ 


XXXIV     THE  EIGHTEENTH    CENTURY   IN 

GERMANY. 

(Dittes,  203-224;   Freytag,  see  table  of  contents;   Nohle,  45-61;   |Paulsen;   Rein,  VII,  994- 

1013;  Russell,  ch.  iii.) 

A   Influences  at  Work. 

I  PIETISM  AND  REALISM.      (Dittes,  178-188;  Williams,  ch.  x.) 

1  Condition  of  the  Lutheran  Church  and  the  Lutheran  schools  of  Ger- 

many at  the  close  of  the  17th  century.     (Syllabus,  p.  139-140.) 

2  Pietism  a  protest.      (Baumeister,  I,  Pt.  1,  182-194;  Dittes,  178-188; 

K.  Fischer,  I,  ch.  ix;  Hailman,  68-73;  Plath,  150-166;  Regener, 
119-125;  Schiller,  201-230;  Schmid,  IV,  Pt.  1,  187-342.) 

a  The  future  aim. 

b  Attitude  toward  humanism, 

e  Attitude  toward  realism. 

3  Work  of  Augustus  Hermann  Francke  [1663-1727]  at  Halle.      (*Bar- 

nard,  441-458;  Barnard's  Jr.,  V,  441-458,  689-699;  Dittes,  180- 
183 ;  0.  Fischer,  102-107 ;  A.  H.  Francke ;  Gansen,  3-49 ;  Hailman, 
68-73;  *Kramer;  f  Kramer,  pp.  i-lxxv;  Nohle,  50-51;  Plath,  151- 
154;  Richter,  pts.  5,  6,  10;  Schiller,  201-230;  Schmid,  IV,  Pt.  1, 
187-302;  AA^illiams,  268-275.) 
a  His  ''Institutions"  [1694-1707].      (Bache,  94-114;  Painter,  240- 
247;  fPaulsen,  I,  551-562;  Plath,  154-158.) 
1)   Pietistic  and  realistic  character, 
b  Influence  of  his  work  on  German  education. 

4  Julius  Hecker   [1707-1768].      (Bache,  301-316;  *Barnard,  291-301; 

Barnard's  Jr.,  V,  689-699;  Baumeister,  I,  Pt.  1,  195-198;  Nohle, 
59-61 ;  Plath,  171-173 ;  Regener,  173-177 ;  Schiller,  231-234,  329- 
336.) 

a  Established  a  RcalscJude  at  Berlin  [1747]. 
1)   Studies;  success;  influence. 

b  Established  the  flrst  Lehrerseminar  in  Berlin  [1748]. 

II  THE  NEW  SPIRIT  IN  THE  UNIVERSITIES.       (Painter,   261-266; 
AVilliams,  ch.  x.) 
1  Halle    [1694]    the  first  modern  University.       (Baumeister,   I,   Pt.   1, 
174^179;  Nohle,  45-46;  *Paulsen,  57-65;  fPaulsen,  I,  520-550.) 

200 


•24 


201  THE  EIGHTEE'STE   CENTURY  IN   GERMANY. 

a  Gundling  [1711]  discussed  "The  office  of  a  University." 

1)   Beginnings  of  Lehrfreilieit. 
b  Christian  Wolff  [Prof.  1707-1723,  1740-1754]  appealed  to  reason. 
"Makes  philosophy  speak  German." 
2  The  new  methods  in  classical  study.      (Baumeister,  I,  Pt.  1,  246-255, 
258-269;  Schiller,  289-298.) 
a  J,  M.  Gesner  at  the  new  University  of  Gottingen.      (*Barnard, 
521-529;  Barnard's  Jr.,  V,  741-752;  Nohle,  46-50;  fPaiilsen, 
II,  9-45;  Schiller,  289-296.) 
b  Reform  work  of: — 

1)  Ernesti   [T/(omassc/m?e,  Leipzig] .      (*Barnard,  530-532.) 

2)  Frederick    August   Wolf    [Halle].       (*Barnard,    561-573; 

Barnard's  Jr.,  VI,  260-272;  Painter,  261-266;  fPaulsen, 
II,  208-245;  Schiller,  320-329.) 
c  Meaning  of  this  work  for  secondary  education.      (Schiller,  298- 
320.) 

Ill  TPIE  NEW  INDEPENDENT  SPIRIT  IN  LITERATURE.     (Baumeister, 
I,  Pt.  1,  255-258.) 

1  Use  of  German,  Latin,  and  French  in  the  17th  century. 

a  The  reformers  and  the  vernacular, 
b  Wolff's  lectures  on  philosophy, 
c  Satirists  expose  French  follies. 

d  The   overthrow  of  French  classicism  and  the   foundation   of  a 
national  German  literature. 

2  Levelling  effect  of  the  rising  individualism. 

3  The  aspirations  of  the  leading  thinkers. 

4  The  work  and  influence  of  Klopstock,  Wieland,  Lessing,  Herder,  Kant, 

Fichte,  Goethe,  and  Schiller.  (*Barnard,  547-560;  Barnard's 
Jr.,  VI,  195-208 ;  Baumeister,  I,  Pt.  1,  281-288 ;  Compayre,  332- 
338;  K.  Francke,  chs.  vii,  viii;  fPaulsen,  II,  189-208;  Vogt,  1-43; 
Williams,  309-317.) 

a  The  new  ideal  for  humanity. 

b  .The  new  aristocracy  of  worth. 

c  Storm  and  Stress  pei'iod. 

d  The  classics  of  individualism. 

IV  INFLUENCE    OF   THE    THEORISTS   AND   REFORMERS.       (Hail- 
man,  lect.  viii.) 

1  John  Locke.      (Syllal)us,  sect.  XXXII,  A.) 

2  Jean- Jacques  Rousseau.     (Syllabus,  sect.  XXXII,  B.) 


202  THE  EIGHTEEXTH   CEKTURY  IX   GERMAl^'Y. 

3  Immainiel  Kant  [1724-1804].      (Browning,  165-174;  Clmrton;  Coni- 

payre,  332-338;  Davidson,  220-229;  Mclntyre;  Vogt.) 
a  His  lectures  Ueher  Piidagogik. 
b  The  new  moral,  or  culture  ideal. 

4  Johann   Basedow    [1723-1790]    and  his   followers.       (Syllabus,   sect. 

XXXIV,  C.) 

5  Johann   Gottlieb   Fichte   in   the   first   decade    of   the    19th    century. 

(Syllabus,  sect.  XXXVII.) 

V  REFERENCES. 

1  Sources. 

CnURTON,   Annette.      Kant    on   Education.       (Transl.    with    Introd.,    of    Ueher 

Piidagogik.) 
Fkancke,  a.  W.     Schriften  iiber  Erziehung  mid  Unicrricht.      (Piid.  Bihh,  Vols. 

V,  VI.) 
Gansen,    Johannes.      August    Hermann    Franckc's    wichtigste    plidagogische 

Schriften.      (Saml.  Pud.  Schr.,  Vol.  VIII.) 
tKRAMEK,  D.  G.     A.  H.  Francke's  plidagogische  Schriften.      (Bihl.  Piid.  Klass., 

Vol.  XI.) 
E.ICHTER,  Albert.     Netidnicke  piidagogische  Schriften,  part  10;  A.  H.  Francke's 

kurtzer  und  einfaltiger  Unterrichi. 
Vogt,   Dr.   Th.     Immanuel  Kant,   Ueher  Piidagogik.      (Bihl.   Pad.   Klass.,   Vol. 

XIII.) 

2  Important  Secondary  Authorities. 

Bache,  a.  D.     Report  on  Education  in  Europe. 
■  Barnard,  Henry.     Augustus  Hermann  Francke    (Raumer)  ;    in  Barnard's  Jr., 
V,  441-459. 
Barnard,  Henry.     Real  Schools,  Heckler  and  Francke   (Raumer)  ;  in  Barnard's 

Jr.,  V,  689-699. 
Barnard,  Henry.     Johann  M.  Gesner   (Raumer)  ;  in  Barnard's  Jr.,  V,  741-752. 
Barnard,  Henry.     Johann  Gottfried  Herder    (Raumer)  ;   in  Barnard's  Jr.,  VI, 

195-208. 
Barnard,   Henry^.     Friedrich  August   Wolf    (Raumer)  ;    in   Barnard's  Jr.,   VI, 
260-272. 
*Barnard,  Henry.     German  Teachers  and  Educators. 
Baumeister,  a.     Handhuch.  der  Erziehungs-  und  Unten-ichtslehre,  Vol.  I,  Pt.  1. 
DiTTES,  F.     Gcschichte  der  Erziehung  und  des  Unterrichtes. 
Fischer,  Konrad.     Gcschichte  des  deutschen  Volksschullehrcrstandes,  I. 
*Kramer,  Gustav.     .4  ugu.^t  Hermann  Francke;  ein  Leienshild. 
NoHLE,  Dr.  E.     History  of  the  German  School  System;  in  Rep.  U.  8.  Com.  Educ., 
1897-1898,  I,  45-61.      (Transl.  from  Rein's  EncyU.  Handhuch  der  Piida- 
gogik. ) 
*Paulsen,  Fr.     The  German  Universities. 

fPAULSEN,   Fr.     Gcschichte  des  gelehrten   Unterrichts.      (2d  Ed.,   1896.) 
Plath,  Julius.     Schom's  Gcschichte  der  Piidagogik. 
Regener,  Fr.     Skizzcn  zur  Gescltichte  der  Piidagogik. 

Rein,    Geo.    W.     Encyklopadischcs    Handhuch    der   Piidagogik,    VII,    994-1013. 
(Trans,  in  Nolile. ) 


203  THE  EIGHTEEyTH   CEXTIRY  IX   GERlIAyY. 

■^  Russell,  Jas.  E.     German  Hi<jher  Schools. 

Schiller,  Hermann.     Lehrhuch  der  Geschichte  der  Pudagogik. 
ScHMiD,  K.  A.     Geschichte  der  Erziehung,  IV,  Pt.  1. 
'  Williams,  S.  G.     History  of  Modern  Education. 
3  Minor  Secondary  Authorities  and  General  Works. 

Browning,  Oscar.     Introduction  to  Educational  Theories. 
Compayre,  G.     History  of  Pedagogy. 
Davidson,  Thos.     History  of  Education. 

Fischer,  Otto.     Leben,  Schriften,  itnd  Bedeutung  der  icichtigsten  Piidagcgen. 
Francke,  Kuno.     History  of  German  Literature.      {Social  Forces.) 
Freytag,  Gustav.     Pictures  of  German  Life. 
Hailman,  W.  N.     History  of  Pedagogy. 

MclNTYRE,  J.  L.     Kant's  Theory  of  Education;  in  Educ.  Per.,  XVI,  313-327. 
Painter,  F.  V.  N.     History  of  Education. 
$Paulsen,  Fr.     The  Evolution  of  the  Educational  Ideal;  in  The  Forum,  XXIII, 
598-608,  672-685.  / 

B   Administratfv'E  Reforms  in  Prussia  and  Austria. 

I  AVORK  OF  FREDERICK  THE  GREAT   [King,  1740-1786].      (Tiittle, 
II-IV.) 

1  In  awakening  a  new  national  spirit. 

a  Advance  in  power  of  Prussia. 

2  In  uplifting  the  peasantry  and  citizen  classes. 

3  In  internal  administration. 

a  Bureaucratic  government. 

b  The  army. 

c  Public  works. 

d  Religious  toleration  extended. 

4  In  extending  education.      (See  II,  below.) 

5  Time  of  Frederick  the  Great  a  seed  time. 

II  EDUCATIONAL  PROGRESS  DURING  THE  18th  CENTURY. 
(Dittes,  203-224;  Esch,  79-154;  :Meyer,  see  table  of  contents  for 
School  Orders  and  Reforms  [1770-1801]  ;  Russell,  87-89;  Seeley, 
ch.  V.) 
1  Work  of  Frederick  "William  I  [1713-1740]  in  extending  elementary 
education.  (Clausnitzer,  1-14;  Tuttle,  I,  470-471.) 
a  His  hatred  of  the  higher  schools  and  universities. 

1)  Banishment  of  Christian  Wolff  [1723]. 
b  His  encouragement  of  elementary  education. 

1 )  The  advisory  order  of  1717. 

2)  The  rrincipia  Rcgnlative  [1736].     (Clausnitzer,  8-9;  Nohle, 

51-52;  Plath,  169-171;  Vormbaum,  III,  356-358.) 


204 


THE  EiaHTKEyrH    CEMUBY  IX   UERMASY. 


2  Further  work  of  Frederick  the  Great   [1740-1786].      (Barnard's  Jr., 
XX,  335-360;  Baumeister,  I,  Pt.  1,  231-235;  Clausnitzer,  1J^26; 
Meyer;  Nohle,  52-56;  Paulsen,  II.  49-65;  Plath,  166-171;  Regener, 
167-173:  Schiller,  274-281.) 
a  Centralization  under  the  Berlin  Consistory   [1750]. 
b  The  famous  school  regulation  of  1763,— the  Gcneral-Land-Schul- 
Rcglement.       (*Barnard,   593-600,   text   in   full;   Barnard's 
Jr.,  XXII,  861-868,  same:  Chiusnitzer,  16-23.  same;  Foerster, 
30-33,  abstract  of  text;  Meyer,  113-130,  text  in  full;  Plath, 
174-180,  same;  Vormbauni,  III,  539-554,  same.) 
1)    This  the  real  foundation  of  the  present  Prussian  system, 
c  The  regulations  for  the  Catholic  schools  of  Silesia  [1765].     (*Bar- 
nard,  600-608,  text  in  full:  Barnard's  Jr.,  XXII,  869-877, 
same:  ]Mever.  132-156.  same.) 


AX     18TII    CKMLUi     GEKMAN    SCHOOL. 

(Reproduction  of  an  engraving  by  .7.  Jlettenleiter,  now  in  the  Kupferstichkabinet, 
Munich,  and  printed  in  Joli.  Ford.  Selilez'  Dorfachulen  zu  Langenhausen,  Nurnberg,  1795. 
After  liichteri  Ncudrucke  podufjof/isvltc  t^vliriftcn,  pt.  2.) 


205  TEE  EIGETEEXTE   CEMCRY  IX   GERMAXY. 

d  Baron  von  Zedlitz  head  of  ' '  The  Department  of  Lutheran  Church 
and  School  Affairs"  [1771-1778].  (Banmeister,  I,  Pt.  1, 
236-246.) 

3  Further  extension  under  Frederick  AYilliam  II  [1786-1797].      (Claus- 

nitzer,  26-39.) 
a  The  Obersc]iulcollegi}tm  board  established   [1787]. 

1)  Leaving      examinations       [Maturiiaisprilfung]      instituted 
[1788]. 
b  The  Allgemeine  Landrecht  promulgated    [1794].       ( Clausnitzer, 
33-36,  text  in  full.) 

1)  Its  educational  provisions.     (Russell,  88-89,  109-110;  Seeley, 

32,  36-37.) 

2)  State  supremacy  asserted. 

4  Work  of  Maria  Theresa  in  Austria.      (*Barnard,  609-618  ;  Bamneister, 

I,  Pt.  1,  235-236;  Dittes;  Nohle,  56-58;  Tupetz,  93-105.) 
a  For  elementary  education.      (Barnard's  Jr.,  XVI,  5-21.) 
b  For  secondary  education.      (Barnard's  Jr.,  XVI,  609-624.) 
c  The  General  Regulations  of  1774  the  beginning  of  Austrian  school 
reform.       (*Barnard,  619-624,  text  in  full;  Barnard's  Jr., 
XXII,  879-884,  same;  Kahl,  1-65;  Richter,  pt.  15,  5-30.) 
d  Felbiger's  work  as  director,       (Banmeister,   I,  Pt.   1,   235-236; 

Frisch,  1-29;  Kahl.) 
e  Ferdinand  Kindermann's  work. 

1)   His  efforts  for  the  Bohemian  peasantiy  [1771].     (Barnard's 
Jr.,  XXVII,  509-512.) 

5  The  way  now  becoming  clear,  after  tAVO  hundred  fifty  years  of  con- 

fusion and  failure,  for  the  establishment  of  a  national  system 
of  education. 
a  This  the  Avork  of  the  nineteenth  century. 


206  THE  EIGHTEENTH   CENTURY  IN   GERMANY. 

Ill  REFERENCES. 

1  Sources. 

Babnabd,   Henry.     German  School  Regulations  of  the   18th  Century;    in  Bar- 
nard's Jr.,  XXII,  861-884. 
*Babnard,    Henry.     German    Teachers    and    Educators.      (For     18th     Century 

School  Regulations.) 
Clal'Snitzer,    Leopold.     Geschichte    des   preussischen    Unterricktsgesetzes,    mit 

besonderer  Beriiclcsichtigung  der  Volksschule. 
Aeppe,  Heixrich.     Geschichte  des  deiitschen  Vollcsschulwesens.     5  Vols. 
Kahl,  Wilhelm.     Joh.  Ignaz  von  Felbiger's  Eigenschaften,  Wissenschaften,  und 

Bezeigen  rechtschaffener  ^chulleuie.      {Saml.  Pad.  Schr.,  Vol.  XXV.) 
Meyer,  Dr.  J.  B.     Friedrich's  der  Grossen  pddagogische  Schriften  und  Aeuszer- 

ungen.      {Bibl.  Piid.  Klass.,  Vol.  XXIII.) 
Richter,  Ai^ert.     Neudrucke  pddagogische  Schriften,  pt.    1.5;   Die  Allgemeine 

Schulordniing  der  Kaiscrin  Maria   Theresia  und  J.  J.  Felbigers  Forder- 

ungen  an  Schulmeister  und  Lehrer. 
VoRBAVM,  Reinhold.     EvangcUsche  Schtdordmingen,  III. 

2  Important  Secondary  Authorities. 

Barnard,    Henry.     History   of    Public    Instruction   in   Austria,    1G21-1SG4;    in 

Barnard's  Jr.,  XVI,  5-21,  G09-624. 
Barnard,  Henry.     History  of  Public  Instruction  in  Prussia;   in  Barnard's  Jr., 

XX,  335-360. 
Barnard,  Henry.     Kindermann  and  the  Austrian  School  Reforms;  in  Barnard's 

Jr.,  XXVII,  509-512. 
*Barnard,  Henry.     German  Teachers  and  Educators. 
Baumeister,  a.     Handbuch  der  Erziehungs-  und  Unterrichtslehre,  I,  Pt.  1. 
DiTTES,  Fr.     Geschichte  der  Erziehung  und  des  Vnterrichtes. 
Fischer,  Konrad.     Geschichte  des  deiitschen   Volksschullehrerstandcs,  I. 
XoHLE,  Dr.  E.    History  of  the  German  School  System;  in  Rep.  V.  8.  Com.  Educ, 

I,  45-61.      (Transl.  from  Rein's  Encykl.  Handbuch  der  Padagogik.) 
Paulsen,  Fr.     Geschichte  des  gelehrten  Unterrichtes,  II  (2d  Ed.). 
Plath,  Julius.     Schorn's  Geschichte  der  Padagogik. 
Regener,  Fr.     Skizzen  zur  Geschichte  der  Padagogik. 
Russell,  Jas.  E.     German  Higher  Schools. 
Schiller,  Hermann.     Lehrbuch  der  Geschichte  der  Padagogik. 
Seeley,  Levi.     The  Common  School  System  of  Germany. 

3  Minor  secondaiy  .authorities  and  general  AAorks. 

EsCH,    J.     Franz   von    Furstenberg;    sein    Leben   und    seine    Schriften.      (Bibl. 

Kath.  Pad.,  Vol.  IV,  pt.  2.) 
Foerster,  Eduard.     Tabellen  zur  Geschichte  der  Padagogik. 
Frisch,  Franz.     Biographien  osterreichischer  Schulmanner. 
Tupetz,  Dr.  Theo.     Geschichte  der  Erziehung  und  des  Unterrichtes. 
TuTTLE,  Herbert.     History  of  Prussia. 


207  JOHAXN   BEltNARD   BASEDOW. 


C    JoHANN  Bernard  Basedow  and  the  Philanthropinum    [1723-1790]. 

(Diestelmann;   Dittes,   196-203;   O.   Fischer,   128-137;   Goring,   1-112;    Payne,   91-96;   Plath, 
214-235;   PvCgener,   150-105;   Schiller,  247-274;   Williams,  ch.  xii.) 

I  HIS  LIFE  AND  WORK.      (*Barnard,  487-520;  Barnard's  Jr.,  V,  487- 
520;  Diestelmann;  Lang;  Quick,  eh.  xv.) 

1  Early  life  and  studies.      (*Pinloche,  37-58.) 

2  Work  as  a  teacher. 

a  Private  tutor  [1746-1753]. 

b  In  the  Ritterakademie  at  Soroe,  Denmark  [1753-1761]. 
c  In  the  Gymnasium  at  Altona   [1761-1771]. 
1)  Dismissed. 

3  Condition  of  elementary  education  at  the  time  of  Basedow.      (*Bar- 

nard,  575-577;  Barnard's  Jr.,  V,  343-345;  *Pinloche,  1-36.) 

4  Incited  to  new  efforts  on  reading-  E.mile.      (Baumeister,  I,  Pt.  1,  211- 

224;  Gossgen;  Hahn;  *Pinloche.) 

5  His  Address  to  Philanthropists  and  Men  of  Property  on  Schools  and 

Studies  and  their  Influence   on   the   Public   Weal    [1766]. 

(Plath,  225-229;  Richter,  pt.  xiv.) 
a  Great  enthusiasm  over  the  idea, 
b  Subscriptions  for  the  school. 

6  His  Methodenhuch  fiir  Y titer  und  Miitter  der  Familien  und  Volker 

[1770].      (Goring;  *Pinloche;  Plath,  229-231.) 
a  Education  of  boys. 

1)  Early  education;   "following  nature." 

2)  "Natural  religion." 

3)  Method  in  instruction. 

a)  Scientific  subjects. 

b)  Languages, 
b  Education  of  girls. 

1)  Underlying  principles. 

2)  Languages. 

3)  Religion  and  morals. 

4)  Music;  dancing;  drawing. 

7  His  Elcmentarwerk  mit  Kupftrn  [1771].      (Goring;  *Pinloche;  Plath, 

232-235.) 
a  The  ''Orhis  Picius  of  the  18th  Centuiy." 

8  Experiment  in  the  education  of  his  infant  daughter,  Emilie    [1770- 

1774]. 
a  The  result. 


208  JOHANN   BERNARD   BASEDOW. 

9  Prince  Leopold  of  Dessau  enabled  him  to  open  the  Philantliroijinum  at 
Dessau  [1774].      (Baumeister,  I,  Pt.  1,  224-231;  *Pinloche,  83- 
182.)     ■ 
a  Great  expectations. 
b  Nature  of  the  new  school.      (*Barnard,  519-520;  Barnard's  Jr., 

V,  519-520.) 
c  The  "Examinations"  of  1776. 

1)  Favorable  report.      Kant. 

2)  Fred's  Journey  to  Dessau.      (Richter,  pt.  vi.) 

3)  Opposition  of  gymnasium  masters. 
d  The  PliiJanthrojmmm  closed  [1793]. 

10  Basedow's  personality. 

a  Goethe's  description, 
b  Herder's  opinion. 

11  Source  of  Basedow's  ideas.     ( Garbovicianu ;   Gossgen;  Hahn;   *Pin- 

loche. ) 

II  THE  RESULT  OF  THE  EXPERIMENT.  (*Bamard,  487-520;  Bar- 
nard's Jr..  V,  487-520;  Diestelmann;  Lang;  Payne,  91-96;  *Pin- 
loche;  Quick,  ch.  xv.) 

1  A  failure  and  a  success. 

2  Influence  on  German  thought.      (*Pinloche,  491-536.) 

a  The  Aufkidrinig  in  Germany.      (K.  Fischer,  ch.  x;  Regener,  150- 
165.) 

3  Helped  to  prepare  the  way  for  the  work  of  Pestalozzi  and  the  school 

reform  of  the  19th  century. 

4  Basedow's  followers  and  imitators. 

a  Christian  Gotthilf  Salzmann   [1744-1811].      (Bosse  and  Meyer; 
0.   Fischer,   137-151;   *Pinloche,   369-420;   Plath,   231-271; 
I  Wagner;  Wimmers.) 

'  1)   His  school  at  Schnepfenthal  in  Gotha. 

i  2)   His  work  and  writings.      (Plath,  245-271.) 

b  Joachim  Heinrich  Campe    [1746-1818].     (0.   Fischer,   151-153; 
Gassau ;  *Pinloche,  433-468 ;  Plath,  235-236.) 

1)  His  school  at  Hamburg. 

2)  His  work  and  writings. 

a)   His  Kinder-  nnd  Jugendschriften. 
c  Friedrich  Eberhard  von  Rochow   [1734-1805].      (Barnard's  Jr.; 
XXVII,  497-508;  0.  Fischer,  153-161;  *Pinloche,  420-432; 
Plath,  182-195.) 

1)  His  writings. 

2)  His  epoch-making  schoolbook,— the  Zm(^er/reu«d  [1776]. 

3)  "The  Pestalozzi  of  Northern  Germany," 


25 


209  JOHAW  bi-:r\aiw  Basedow. 

III  REFERENCES. 

1  Sources. 

Basedow,  Johann  Bernard.     Elementaricerk. 

BossE,  R,.,  and  Meyer,  Joh.  Chr.  Gotth.  8alzmann's  piidagogische  Schriften. 
(Pad.  Elass.,  Vols.  16,  17.) 

Gassau,  Carl.     Joachim  Heinrich  Campe.     (Bihl.  Pad.  Klass.,  Vols.  7,  8.) 

Goring,  Db.  Hugo.     J.  B.  Basedoto's  Ausgewahlte  Schriften. 

EiCHTER,  Albert.  Neudrucke  pddagogische  Schriften,  pt.  vi;  reprint  of 
Schummel's  Fritzen's  Reise  nach  Dessau.      (1776  Ed.) 

RiCHTER,  Albert.  'Neudrucke  pddagogische  Schriften,  pt.  xiv;  reprint  of  Base- 
dow's Vorstcllung  an  Mcnschen-Freunde.      (Hamburg,  1768  Ed.) 

Wagner,  Dr.  Ernst.  Chr.  Gotth.  Salzmann's  piidagogische  Schriften.  (Pad. 
Klass.,  Vol.  3-4.) 

WiMMERS,  Dr.     Salzmann's  Ameisenhiichlein.      (Saml.  Pad.  Schr.,  Vol.   9.) 

2  Important  Secondary  Authorities. 

Barnard,   Henry.     Schools   before   Pestalozzi    (Diesterweg)  ;    in  Barnard's  Jr., 

V,  343-345. 
Barnard,  Henry.     Basedow  and  the  Philanthropinum   (Raumer)  ;  in  Barnard's 

Jr.,  V,  487-520. 
Barnard,  Henry.     Friedrich  Eberhard  von  Rochow;   in  Barnard's  Jr.,  XXVII, 

497-508. 
*Barnabd,  Henry".     German  Teachers  and  Educators. 
Baumeister,  a.     Eandbnch  der  Erziehungs-  und  Unterrichtslehre,  Vol.  I,  Pt.  1. 
Diestelmann,  Richard.     Johann  Bernhard  Basedow. 

Fischer,  Konrad.     Geschichte  des  deutschen  Volksschullehrerstandes,  I. 
Fischer,  Otto.     Lcben,  Schriften,  und  Bedeutung  der  loichtigsten  Pddagogen. 
Garbovicianu,  Petru.     Die  Didaktik  Basedow  im  vergleiche  zur  Didaktik  des 

Comenius. 
Plath,  Julius.     Schom's  Geschichte  der  Ptidagogik. 
—  *Pinloche,  a.     La  reforme  de  Veducation  en  Allemagtie  an  dix-huiticme  siecle. 

(Contains  an  excellent  bibliography.) 
fPiNLOCHE,    A.     Geschichte    des    Philanthropinismus.      (A    translation    of    *Pin- 

loche. ) 
Quick,  R.  H.     Essays  on  Educational  Reformers. 
Regener,  Fr.     Skizzen  zur  Geschichte  der  Pddagogik. 
Williams,  S.  G.     History  of  Modern  Education. 

3  Minor  Secondary  Authorities. 

Dittes,  F.     Geschichte  der  Erziehung  und  des  Unierrichtes. 
Gossgen,  Carl.     Rousseau  und  Basedow. 
Hahn,  G.  p.  R.     Basedow  und  sein  Yerhaltniss  zu  Rousseau. 
Lang,  Ossian  H.     Basedow's  Life  and  Educational  Reform  Work. 
Payne,  Jos.  Lectures  on  the  History  of  Education.      (Works,  II.) 


'b^.di^jW^- V+.  •I'^f^-  ^'i^o^lf'b 


XXXV     THE    PSYCHOLOGICAL    CONCEPTION 
OF   EDUCATION. 

A   JoHANN  Heineich  Pestalozzi  [1746-1827], 

(Baumeister,  I,  Pt.  1,  273-281;  Bradley;  Compayre,  413-445;  Dittes,  225-235;  Edelinann; 
Fitch;  *Hailman,  lects.  ix,  x;  Hamilton;  Herisson;  Leiteh,  52-120:  Munroe,  179-195; 
Quick,  ch.  xvi;   Schiller,  177-192:   Schwendimann;  Vogel,  1-26;   Williams,  ch.  xiii.) 

I  TO  THE  AGE  OF  TWENTY  FIVE  [1746-1771].  (*Barnard,  41-56; 
Barnard's  Jr.,  Ill,  401-416;  Bloclmiann,  I,  1-19;  Cochin,  ch.  1; 
Fischer,  161-167 ;  Gnillanme,  1-20 ;  Herisson,  11-39 ;  Hunziker, 
1-12;  Kayser,  5-23;  fKriisi,  13-19;  Pinloche,  3-14;  Plath,  271- 
273;  Sallwiirk,  4-15;  *Seyffarth,  I,  111-190.) 

1  Childhood  and  youth.      (DeGuimps,  ch.  1.) 

a  Early  life.     Strong  feminine  influences, 
b  Emotional  tendency.      Oddity. 

2  Student  life  in  Zurich.      (DeGuimps,  ch.  ii.) 

a  Teachings  of  Bodmer. 

b  Impression  produced  on  Pestalozzi  by  the  Emile  and  the  Social 

Contract. 
c  The  Helvetian  Society. 
5  Marriage  to  Anna  Schulthess  [1769].      (DeGuimps,  ch.  iii.) 
a  The  home  at  Neuhof . 
b  Birth  of  his  son. 

II  NEUHOF,  THE  HOME  FOR  POOR  CHILDREN  [1771-1780].  (*Bar- 
nard,  56-59;  Barnard's  Jr.,  IV,  65-68;  Blochmann,  I,  19-39; 
Guillaume,  21-36;  Hunziker,  12-25;  Kayser,  27-41;  fKriisi,  20- 
29  ;  Pinloche,  15-24 ;  Plath,  273-276 ;  Sallwiirk,  15-24 ;  *Seyffarth, 
1,191-201.). 

1  Failure  of  the  agricultural  experiment.      (DeGuimps,  ch.  iii.) 

2  Education  of  his  son  according  to  Rousseau's  ideas. 

a  The  journal.      (DeGuimps,  ch.  iv.) 
b  New  ideas  and  experience  gained. 

3  Opened   a   school   and    home    for   beggars    at   Neuhof    [1774-1775]. 

(DeGuimps,  ch.  v.) 
a  His  Appeal  to  the  Friends  and  Benefactors  of  Humanity  [Bale, 
1776].      (DeGuimps,  29-31.) 
210 


211  PESTALOZZI. 

b  The  children.      (DeGuimps,  34-36.) 

c  Reports  and  appeals. 

d  Difficulties.     Failure.     Poverty.     Elizabeth  Naef. 

e  The  failure  a  blessing  in  disguise. 

Ill  THE  PERIOD  OF  LITERARY  ACTIVITY  [1780-1801].  (*Barnard; 
59-68;  Cochin,  ch.  ii ;  DeGuimps,  chs.  vi,  vii,  xii ;  Guillaume,  37- 
120;  Kayser,  41-122;  Mann  edition,  4  Vols.;  Pinloche,  24-29; 
*Seyffarth,  I,  202-300.) 

1  Pestalozzi's  faith  in  the  possibilities  of  education  unshaken. 

a  Iselin  and  Fiissli  encouraged  him  to  write. 

2  Evening  Hour  of  a  Hermit  [1780].     (*Barnard,  pt.  1,  59-62,  pt.  2, 

154^156;  Barnard's  Jr.,  VI,  169-179;  DeGuimps,  40-42;  Fischer, 
168-175.) 

3  Leonard  and  Gertrude   [1781].      (*Barnard,  62-65;  selections  from, 

Barnard's  Jr.,  VII,  519-665;  DeGuimps,  ch.  vi ;  Fischer,  175-186; 
Plath,  276-286.) 
a  The  story. 
b  Success  of  the  book, 
c  Extended  acquaintance  of  the  author. 

d  The   continuation, — Cliristoi)lier  and  Eliza.       (*Barnard,   pt.    2, 
151-154;  jKriisi,  137-150.) 
.    4  The  Fables  [1797].      (DeGuimps,  55-59.) 

5  Researches  into  the  Course  of  Nature  in  the  Development  of  the  Hu- 

man Race  [1797].     (DeGuimps,  59-64.) 

6  Pamphlets,  papers,  and  essays  on  social  and  political  subjects.   (fKriisi, 

103-118.) 

7  How  Gertrude  Teaches  her  Children    [1801].       (Selections  from,  in 

Barnard's  Jr.,  VII,  669-702;  DeGuimps,  ch.  xii;  Fischer,  186- 

208;  Plath,  295-300;  *Seyffarth,  I,  371-385.) 
a  The  fifteen  letters. 

b  Morf's  analysis  of  the  \vo7'k.      (DeGuimps,  151—155;  Quick,  368- 
369.) 

IV  THE  FATHER  OF  THE  ORPHANS  AT  STANZ  [1798-1799].  (*Bar- 
nard,  68-71;  Barnard's  Jr.,  IV,  68-71;  Blochmann,  39-52;  De- 
Guimps, ch.  viii;  Guillaume,  121-139;  Hunziker,  25-32;  Kayser, 
122-129;  fKriisi,  30-37;  Pinloche,  30-36;  Plath,  286-295;  Sall- 
wiirk,  47-51;  *Seyffarth,  I,  301-337;  Sommer.) 

1  The  Helvetic  Republic  proclaimed   |1798]. 

2  Pestalozzi  asked  for  service  as  a  teacher. 

3  The  massacre  in  the  Canton  Unterwald  [Sept.  9th,  1798]. 


212  PE8TAL0ZZI. 

4  Citizen  Pestalozzi  given  charge  of  the  orphans  [Dec.  5th,  1798]. 
a  The  school  at  Stanz.      (DeGiiimps,  79-86.) 
b  The  pupils, 
c  Attitude  of  the  people. 

d  The  orphanage  changed  into  an  army  hospital  [June  8th,  1799], 
and  Pestalozzi  gave  up  the  work. 


PLSi  VLUZ/i     Vi    sr\xz 

(From   Kriisi's   Life   and   Work   of  Pestalozzi.     The   Am.    Book   Co.,   X.   Y.     Eeproduced   by 

permission. ) 

5  Pestalozzi 's  letter  describing  the  work  at  Stanz.      (DeGuimps,  88-96; 

Quick,  318-333.) 

6  Stanz  the  beginning  of  the  primary  school  of  the  19th  century. 

a  Results  of  the  experiment. 

Y  PESTALOZZI  THE  SCII0()L:\1ASTER  AT  BURGDORF  [1797-1804]. 
(*Barnard,  71-87;  Barnard's  Jr.,  IV,  71-87:  Blochmann,  50-65; 
DeGuimps,  chs.  ix,  xi;  Guillaume,  140-177;  Kayser,  129-157; 
fKriisi,  38-44;  JKriisi;  Pinh)che,  37-63;  Plath,  286-295;  Sall- 
wiirk,  51-63;  *Seyffarth,  I,  338-370.) 
1  A  teacher  in  the  schools  of  the  lower  town. 

a  Nature  of  the  school;  subject  matter;  school  books, 
b  Soon  dismissed.     Re-employed  in  another  school. 


213  PE8TAL0ZZI. 

2  The  Examinations  of  March  1800.      (DeGuimps,  101-102.) 

3  Appointed  Master  of  a  school  in  Burgclorf  [1800]. 

a  Ramsauer's  picture  of  Pestalozzi.      (DeGuimps,  104-105.) 

4  Hermann  Kriisi  united  with  Pestalozzi   [1800].      (Barnard's  Jr.,  V, 

161-186;  DeGuimps,  110-121;  fKriisi,  66-78;  JKriisi;  Pestalozzi, 
How  Gertrude  Teaches,  letters  2  and  3.) 
a  HoM'  Kriisi  became  a  schoolmaster. 

1)   His  teacher's  examination, 
b  Other  assistants.      (*Barnard,  145-232;  Barnard's  Jr.,  VII,  285- 
318;  fKriisi,  79-101.) 

5  The  school  in  the  castle  of  Burgdorf. 

a  Became  also  an  Institute  [1801]. 

b  Ramsauer's  picture  of  the  castle  school.      (DeGuimps,  127-128.) 
c  Great  success  of  the  school. 
1)  Visitors  from  abroad, 
d  Examination  by  a  Government  Commission  [June,  1802]. 

6  Difficulties.       Fellenberg.       ]\Iunehenbuchsee.       Pestalozzi    went    to 

Yverdon.      (Guillaume,  178-216.) 

VI  PESTALOZZI  AT  YVERDON  [1805-1825],  AND  HIS  LAST  YEARS 
[1825-1827].  (*Barnard,  87-115;  Barnard's  Jr.,  IV,  87-115, 
VII,  703-720;  Blochmann,  65-113;  Guillaume,  216-436;  Kayser, 
180-213  ;  fKriisi,  45-60 ;  Pinloehe,  64-113  ;  *Seyffarth,  I,  386-452.) 

1  Picture  of  the  Institute  at  Yverdon  during  its  early  years.     (Barnard's 

Jr.,    XXXI,    49-68;    DeGuimps,    ch.    xiii ;    Guillaume,    217-284; 
;]:  Kriisi.) 

2  Students  and  observers  from  all  over  Europe,  but  particularly  from 

Germany.      ( Klemm. ) 

3  Pestalozzi 's  New  Year's  Day  Discourse  of  1808.      (*Barnard,  pt.  2, 

175-178;  Barnard's  Jr.,  VII,  712-714;  DeGuimps,  176-179.) 

4  External  prosperity;  internal  decline.     (DeGuimps,  ch.  xiv;  Guillaume, 

285-345.) 
a  Controversies ;  disputes ;  discontent. 

b  Picture  of  the  life  at  Yverdon  during  the  later  period.      (Bar- 
nard's   Jr.,    XXXI,    35-48,  '269-280;    DeGuimps,    ch.    xiv; 
Guillaume,  345-415.) 
c  Domination  of  Schmid. 

5  Death  of  Madame  Pestalozzi  [1815]. 

6  End  of  the  Institute.      (DeGuimps,  ch.  xv.) 

7  Retirement  t«  Neuhof  [1825] .      (*Barnard,  115-126  ;  Blochmann,  113- 

126 ;  DeGuimps,  ch.  xvi ;  Guillaume,  416-436 ;  Ilunziker,  52-54 ; 
Kayser,  213-218;  fKriisi,  61-65;  Pinloehe,  114-117.) 


2U  PESTALOZZI. 

a  The  Song  of  the  Dying  Swan  [1826].      (DeGuimps,  eh.  xvii ;  Sall- 

wiirk,  91-100.) 
b  Death  of  Pestalozzi  [1827]. 

VII  PESTALOZZI'S   THEORY  AS   TO   EDUCATION.       (Payne,   97-114; 
Pinloche,  125-148;  Quick,  354-383;  fSeyffarth;  Vogel,  27-94.) 

1  The  necessity  of  education  and  the  power  of  education  to  regenerate 

a  people.      (Leonard  and  Gertrude.) 
a  Responsibility  of  those  in  authority  in  the  State. 

2  The  family  the  center  of  education. 

a  Place  of  the  mother  in  the  education  of  the  child, 
b  The  school  an  outgrowth  and  a  supplement, 
c  Conditions  which  the  school  must  fulfill. 

3  Verbal  education  vs   practical  education. 

a  Kind  of  education  needed  by  the  poorer  classes, 
b  Learning  to  do  something.      (Barnard's  Jr.,  X.  81-92;  same  art. 
in  XXI,  765-776.) 

4  Elementary  education  a  necessity. 

VIII  THE  NATURE  OF  ELEMENTARY  EDUCATION.  (*Hailman,  lect. 
x;  Payne,  97-114;  Pinloche,  149-208;  Quick,  354-383;  fSeyffarth; 
Vogel,  27-94,  234-276.) 

1  "What  and  how  the  lower  classes  were  taught. 

a  Superficial  and  harmful  character  of  such  instruction  as  was  given, 
b  The  monastic  method. 

2  School  education  not  a  thing  apart  from  life. 

3  The  early  training  of  the  mother. 

4  Conformity  to  the  laws  of  nature.     (Herisson,  64-78;   fKriisi,  159- 

168;  Pinloche.) 

5  Divisions  of  elementary  education.      (Pinloche,  166-178.) 

a  Intellectual  education,  or  making  a  habit  of  the  use  of  reason. 

(See  IX  below.) 
b  Physical  education, 
c  Moral    and    religious    education.        (Pestalozzi,    II ow    Gertrude 

Teaches,  letters  14,  15;  Pinloche,  256-275;  Vogel,  214^220.) 

6  The  elementary  method.      (Pinloche,  179-196.) 

7  Sense-perception  the  supreme  principle  of  instruction.     (Harris;  Pin- 

loche, 196-209;  Rein.) 

8  Pestalozzi 's  conception  of  the  psychologic  basis  of  all  elementary  edu- 

cation.     (Barnard's  Jr.,  V,  351-353;  Pestalozzi,  How  Gertrude 
Teaches,  vi,  §1-5;  Pinloche,  206-208.) 


215  PESTALOZZI. 

a  Basis  of  education  exists  in  the  nature  of  man.      Educational 

method  to  be  sought,  not  constructed, 
b  Negative  and  positive  education. 

1)  Psychological  direction  of  the  action  of  nature. 

2)  Psychological  utilization  of  impressions  produced, 
c  Activity  of  the  child's  powers. 

IX  THE  METHOD  OF  SENSE-PERCEPTION.  (Barnard's  Jr.,  V,  351- 
353,  355-358,  XXXI,  49-68;  Blochmann,  126-169;  Cochin,  ch. 
iii ;  DeGuimps,  ch.  xxi ;  Fischer,  195-207 ;  *Hailman,  lect.  x ;  Hun- 
ziker,  36-42;  Kayser,  157-178;  *Kriisi ;  fKriisi,  151-168;  Payne, 
97-114;  Pestalozzi,  H^ow;  Gertrude  Teaches,  letters  4-6;  Pinloche, 
210-255;  Quick,  354-383;  Rein;  fSeyffarth.) 

1  First  instruction  of  the  child. 

a  Principles  of  first  education. 

2  The  method  in  application. 

a  Language  the  basis  of  instruction. 

b  Simplification  of  instruction. 

c  Common-sense  and  practice  required,  not  erudition. 

3  Number,  form,  and  language  the  elementary  means. 

4  Application  of  the  method.— Sound.       (fKriisi,   169-192;  Pestalozzi, 

How  Gertrude  Teaches,  letter  7 ;  Vogel,  157-194, ) 
a  Study  of  sounds,  words,  and  language. 

1)  Importance  of  in  gaining  clearness  of  perception. 

2)  Language  the  connecting  link  between  sense-perception  and 

thought. 

5  Application  of  the  method.— Form  and  Number.     (fKriisi,  169-192; 

Pestalozzi,  Hotv  Gertrude  Teaches,  letters  8  and  9 ;  Vogel,  195- 
205.) 
a  Observation;  drawing;  measuring;  fractions. 

b  Method    in    Arithmetic.       (Pestalozzi,    Hoiu    Gertrude    Teaches, 
letter  9;  Vogel,  206-210.) 
1)   Pestalozzian  arithmetic  in  American  schools, 
c  Pestalozzi 's  A  B  C  of  Sense-perception  and  his  Book  for  Mothers. 
(DeGuimps,   156-160;   Fischer,   208-210.) 

6  Application  to  other  school  subjects.      (*Kriisi,  in  Barnard's  Jr.,  V, 

187-197.) 

X  INFLUENCE  OF  THE  WORK  OF  PESTALOZZI. 

1  On  the  schools  of  Germany.  (*Barnard,  11-29;  f Barnard,  575-586; 
Barnard's  Jr.,  IV,  343-358;  Davidson.  229-235;  Fischer,  220- 
223;  fllailman:  Hall;  Harris;  fKriisi,  202-212;  Rein.) 


216  PESTALOZZI. 

a  The  extreme  view.     (Diesterweg.) 
b  The  more  moderate  view.      (Raumer.) 

2  On  the  schools  of  other  countries. 

a  Switzerland.      (fKriisi,  195-201.) 
b  France,  Spain,  and  Russia.      (fKriisi,  213-218.) 
c  England.       (*Barnard,  32-36;   fKriisi,  219-227.) 
d  United  States.       (Barnard's  Jr.,  XXX,   561-572;    fKriisi,   228- 
248;  Monroe.) 

1)  Joseph  Neef.     New  Harmony. 

2)  Oswego  Normal  School. 

3)  Object  teaching. 

3  Significance  of  his  work  for  the  Volksschule,  and  for  primary  educa- 

tion in  Europe  and  America.     ( Hoffmeister,  1-40 ;  Kayser,  287- 
329;  Plath,  306-309.) 

4  His  work  in  part  an  embodiment  of  the  ideas  of  Rousseau.    (Herisson.) 

a  Unsoundness  and  incompleteness  of  many  of  his  ideas, 
b  His  great  service  to  education  notwithstanding  this. 

5  His  disciples.     (Regener,  192-197.) 

a  Bernhard  Overberg    [1754-1826].       (Barnard's  Jr.,  XIII,  365- 

371;  Fischer,  352-353.) 
b  Gustav  Friedrich  Dinter  [1760-1831].     (Barnard's  Jr.,  VII,  153- 

159;  Fischer,  314-320.) 
c  Christian  Wilhelm  Harnisch    [1787-1864].       (Fischer,  321-337; 

Syllabus,  sect.  XXXVII.) 
d  Adolf    Diesterweg,     "der     deutsche     Pftstalozzi"     [1790-1866]. 

(Fischer,  337-352;  Syllabus,  sect.  XXXVII.) 


26 


217  PESTALOZZI. 

XI  REFERENCES. 

1  Sources. 

Barnabd,   Henky.     Pestalozzi   and.  the   Schools   of   Germany    (Diesterweg)  ;    in 

Barnard's  Jr.,  TV,  343-358. 
Babnard,  Henry.     Memoir  of  Hermann  Kriisi;  in  Barnard's  Jr.,  V,  161-186. 
Barnard,  Henry.     Evening  Hour  of  a  Hermit   (Pestalozzi)  ;   in  Barnard's  Jr., 

VI,  169-179. 

Barnard,  Henry.     Articles  on  Pestalozzi;   in  Barnard's  Jr.,  VII,  503-728,  as 
follows : 

(a)  Birthday  Centennial,  503-512. 

(b)  Bibliography  of  works  on  and  by  Pestalozzi   (Raumer),  513-518. 

(c)  Selections  from  Leonard  and  Gertrude,  519-665 

(d.)  Selections  from  Eoio  Gertrude  Teaches  her  Children,  669-702. 

(e)  Discourse  on  Christmas  Eve  [1810],  703-711. 

(f)  New  Year's  Day  Address  [1808],  712-714. 

(g)  Seventy-second  Birthday,  715-720. 
(h)  Bequest  to  Pupils,  720-728. 

(The  same  articles  are  iu  *  Barnard.) 
Barnard,  Henry.     Student  Life  at  Yverdon   [1814];   in  Barnard's  Jr.,  XXXI, 

35-48. 
Barnard,  Henry.     Letter  by  Froebel   on  Pestalozzi    [1809];    in  Barnard's  Jr., 

XXXI,  49-68. 
Barnard,  Henry.     Fellenberg  and  Hofwyl   [Griscom,  1818];   in  Barnard's  Jr., 

XXXI,  269-280. 
*Barxard,  Henry.     Pestalozzi  and  Pestalozzianism. 
*KRtJsi,  Hermann.     The  General  Means  of  Education  [1818] ;   in  Barnard's  Jr., 

V,  187-197. 
JKrusi,  Hermann.     My  Educational  Recollections  [1839] ;  in  Studies  in  Educa- 
tion  (edited  by  Earl  Barnes),  230-239,  273-280. 
Mann,  F.     J.  H.  Pestalozzi' s  Ausgewiihlte  Werke.     4  Vols.      (Bihl.  Pad.  Klass., 

Vol.  1-4.) 
Pestalozzi,  J.  H.     Letters  on  Early  Education,  Addressed  to  J.  P.  Greaves. 
Pestalozzi,  J.  H.     Leonard  and  Gertrude.     (Abridged  by  Eva  Channing.) 
Pestalozzi,  J.  H.     Bow  Gertrude  Teaches  her  Children. 
*SEYrFARTH,  L.  W.     Pestalozzi's  samtliche  Wcrke.     (Rev.  Ed.,  10  Vols.,  1899- 
1901.) 

2  Secondary  Authorities  of  First  Importance. 

Barnard,  Henry.     Life  and  Educational  Principles  of  Pestalozzi   (Raumer)  ;  in 

Barnard's  Jr.,  Ill,  401-416;  IV,  65-126. 
Barnard,  Henry.     IMemoir  of  G.  F.  Dinter;  in  Barnard's  Jr.,  VII,  153-159. 
Barnard,  Henry.     The  Assistants  and  Disciples  of  Pestalozzi;  in  Barnard's  Jr., 

VII,  285-318. 

Barnard,  Henry.     Pestalozzi,  De  Fellenberg,  and  Wehrli,  and  Industrial  Train- 
ing; in  Barnard's  Jr.,  X,  81-92;   same  art.  in  XVI,  765-776. 
Barnard,  Henry.     Memoir  of  Bernard  Overberg;   in  Barnard's  Jr.,  XIII,  365- 

371. 
Barnard,   Henry.     Pestalozzianism    in    the    United    States;    in   Barnard's   Jr., 
XXX,  561-572. 
*Babnard,  Henry.     Pestalozzi  and  Pestalozzianism. 
IBarnard,  Henky.     German  Teachers  and  Educators. 


i'i:sTALit/./.i.  218 

Cochin.  Aicistin.     I'l  slolnzzi :  nu   in,  s<s  uunrs,  scs  mclhodcs  d'instniction 
.  it  il' education. 

DkCU  iMi's,  Bakon  Roger,     rvstnlozzi,  his  Mm  and   Wark. 

GliixaPme,  J.     I'vHtalozzi ;  etude  hininaphifjuv. 

HlNZlKKK.  Otto,     llcinrich  J'cstalazzi.  ll'/H-lS.i'i;  riiir  Itioynndiisth)    Sicizzc. 
^  tKursi,  IIkicmanx   (Jr.).     Pcstulozzi :  his  Life,  M'ork,  uud  Influence. 

Mr.N'ROK.  Jas.  p.     The  Educational  Ideal. 

PiNLoiilE,  A.     Pestalozzi,  and  the  Mudim   h'li  im  ntai  1/  School. 

QliCK,  R.  II.     Essaiis  on  Educational  Ik'cfonners. 

iSALLWiUK,  Er>'ST  von.     Pcstalozzi. 
''Seyffarth,  L.  \V.     Pestalozzi's  samtliche  ]V(ihe,  I    (  Lif»'  nf  Pestalozzi). 

3  Important  Secondary  Authorities. 

BiREB,  Dr.  E.     Henry  Pestalozzi  and  his  Plan  of  Education. 

Rlociimaxx,  K.  J.     Piidagogische  (Jueltmseliriften,   1.   Heinrich   I'estalozzi. 

Edelmaxn,  J.     Pestalozzi. 

FistiiKR.  Otto.     Lebcn,  Sehriftcn.  u)id  liedeutung  der  uichti(istcn  Piidagogen. 

Herisson,  F.     Pestalozzi ;  elive  J.  J.  L'ousseau. 

HOFFMEISTER,  H.  W.     Cometiius  and  Pestalozzi  als  licyriinder  der  Volhsschule. 

Kayser,    W.     Johann    Heinrich    Pestalozzi;    nach   seinem    ].rl,rn.    Werken,    und 

seiner  Bedeutung. 
MoRF,  H.     Zur  Biographie  Pestalozzi^s.     4  ^'ols. 
Plath,  JlLTUS.     ^chom's  Geschichtc  der  Piidagogik. 
Roth,  Richard.     Heinrich  Pestalozzi,  der  schueizerschc  Jugendfreund. 
ScinvENPiMANN,  Joir.     Der  Piidagoguc  llcinrich  J\'stalozzi. 
tSEYFFARTH,  L.  W.     Pcstolozzi  in  seiner  ucltycschichtlichen  Bedeutung. 
SoMSiER,  Fedor.     Pestalozzi  in  Stanz. 
VoGEL,  AiGL'ST.     kiystemalischc  Darstcllung  der  Piidagogik  J.  H.  Pestalozzi. 

4  Secondary'  Authorities  containing  short  general  articles  on  his  life  and  work. 

Raimeister,  a.     Handbnch  der  Erziehuugs-  und  L'nterrichtslchrc,  Vol.  I,  Pt.  1. 
Rrowmng,  Oscar.     Introduction  to  Educational  Theories. 
t'oMPAYRf:,  G.     History  of  Pcdagaiiy. 

DlTTE-s,  Fr.     (Icschichte  der  Erzichung  und  des  Untcrrichtes. 
Fitch,  Sir  Joshia  G.     Educational  Aims  a)id  Methods. 
•Mailman,  \V.  N.     History  of  Pedagogy. 
JoHONNOT,  Jas.     Principles  and  Practice  of  Teaching. 
Leitch,  Jas.     Practical  Educationalists  and  their  Systems. 
Payne,  Jos.     Lectures  on  the  History  of  Education.      CSVorks,  II.) 
Regener,  Fr.     Skizzen  zur  (Icschichte  der  Piidagogik. 
SciilU-EK,  Hermann.     Lehrhuch  der  (Icschichte  der  Piidagogik. 
Williams,  S.  G.     History  of  Modern  Education. 

5  Short   articles  of  a  general  nature.  <ir  th»i>e  nialiiig  to  some  one  phase  of  Pestal- 

ozzi's work. 
Bradley,  J.   C.     Pestalozzi,   tlie    ICaclitr  of   (liiMrfn:    in  Education,  XI,  352- 

:<.-)!),  423-429. 
Davihson.  Tiios.     History  of  Education. 
tHAlLMAN,  \V.  N.     From  Pestalozzi  to  Froehcl :   in  I'roc.  .V.  E.  A.,  1880,  128-137. 
Hamilton,  C.  J.     Henri  Pestalozzi;  in  Educ.  A'cc,  II',  173-184. 
Hall,  (J.  St.vnley.     Educational  Reforms;  in  Ped.  Sem.,  1,  1-12 
Harris,  \\  .  T.      ]Icrl)art  and  Pestalozzi  Compared;  in  Educ.  Hev.,  V,  417-422. 


''■'t^,u^-:y-r^'^^''"'^- 


219  HERB  ART. 

Klemm,  L.  R.     An  Intenaew  between  Pestalozzi  and  Dr.  Bell;   in  Education, 

VII,  559-562. 
Monroe,  Will  S.     Joseph  Xeef  and  Pestalozzianism  in  America;  in  Education, 

XIV,  449-461. 
Rein,  Wm.     Pestalozzi  and  Herbart;  in  The  Forum,  XXI,  346-360. 


B   JoHANN  Friedricii  Herbart  [1776-1841]. 

(Baumeister,  I,  Pt.  1,  297-304;  Lang;  Plath,  361-366;  Regener,  197-209;   Schiller,  342-378; 

Tompkins.) 

I  HERBART 'S  LIFE.      (Bartholomai,  I,  3-109;  *DeGanno,  pt.  1,  ch.  ii; 
fFelkin,  1-24;  *Van  Liew.) 

1  Early  life  and  studies  [1776-1797]. 

a  Early  philosophic  studies. 
h  Career  at  Jena  [1794-1797]. 

1)   The  University  of  Jena  at  the  time. 

2  Acted  as  a  tutor  [1797-1800]. 

a  Influence  of  this  experience, 
b  The  bi-monthly  reports.      (fFelkin,  pt.  2.) 
c  Student  and  tutor  at  Bremen  [1799]. 
d  Visited  Pestalozzi  at  Bnrgdorf  [1799]. 

3  Herbart  as  a  university  professor. 

a  Became  a  lyrivat-docent  in  pedagogy  at  Gottingen  [1802]. 

1)   His  lectures  on  Ethics. 
b  Professor  of  philosoph}^  at  Konigsburg  [1809-1832]. 

1)   The  Pedagogical  Seminary,  conducted  after  1810. 
a)  Methods.      Practice  school.      Followers, 
c  The  second  Gottingen  period  [1833-1841]. 

4  Herbart 's  writings  on  education  and  philosophy    [1800-1831], 

a  His  attempt  to  establish  education  as  a  science. 

II  THE  EDUCATIONAL  PROBLEM  AS  HERBART  FOUND  IT.     (*Dc- 
Garmo,  pt.  1,  ch.  1.) 

1  The  empirical  work  of  Pestalozzi. 

a  His  principle  of  sense-perception. 

b  His  principle  of  the  harmonious  development  of  all  the  faculties. 

2  The  work  of  Herbart  and  his  followers. 

a  The  development  of  a  psychologj^  capable  of  direct  application 
to  the  problems  of  education. 

b  The  demonstration  of  the  possibility  of  making  all  school  instruc- 
tion contribute  to  the  development  of  moral  character. 

c  Herbart 's  work  an  organization  rather  than  a  new  contribution. 
(*Felkin,  24-56.) 

3  Herbart  and  Pestalozzi.      (*IIarris;  Natorp ;  Rein.) 


220  HKRIiART. 

Ill  HERBART'S  PSYCHOLOGY.  (Adams,  ch.  iii;  *DeGarmo;  §DeGarmo; 
Ency.  Brit;  *Felkin,  ch.  1;  fFelkin,  24-44;  *Herbart;'^  jHerbart; 
Lange  and  DeGarmo;  15-29;  Tompkins;  *Ufer.) 

1  His  conception  of  the  mind  as  a  unity,  and  his  attempt  to  reduce 

mental  action  to  a  definite  basis. 

2  The  doctrine  of  apperception  added  to  Pestalozzi's  principle  of  sense- 

perception.      (*Harris;  K.  Lange.) 
a  The  term  made  scientific. 
b  The  apperceptive  process. 
c  Kinds  of  apperception. 

3  Pedagogical  consequences  of  the  doctrine  of  apperception. 

a  The  importance  of  proper  education  greatly  increased, 
b  Fundamental  problems  of  education  which  at  once  arise. 

1)  AYhat  means  best  to  use  to  awaken  interest,  and  thus  secure 

strong  apperception. 

2)  What  materials  should  be  used. 

3)  How  best  organize  these  materials. 

4)  How  best  present-them  to  the  child, 
c  Education  thus  reduced  to  a  system. 

d  The  question  of  educational  values. 

lY  HERBART'S  ETHICS  AND  THE  APPICATION  TO  EDUCATION. 

1  Herbart's  ethics.      (*DeGarmo,  pt.  1,  ch.  iv;  §DeGarmo;  *Felkin,  ch. 

ii;   Lange   and    DeGarmo,    7-15.) 
a  The  idea  of  inner  freedom. 

1)   Dependence  on  knowledge, 
b  The  idea  of  efficiency  of  the  will. 
c  The  idea  of  good  will. 

d  The  idea  of  justice,  or  the  prevention  of  strife, 
e  The  idea  of  equity,  or  requital. 

2  Application  to  education,— character-building.      (Lang,  pt.  1;  Lange 

and  DeGarmo,  pt.  3,  sect,  ii;  *Ufer.) 
a  True  object  of  education, 
b  Objective  and  subjective  aspects, 
c  Importance  of  action. 
d  Influence  on  one's  circle  of  thought, 
e  Innate  disposition.     Change.     Tenacity. 

3  Government  and  training  , of  children.       (*DeGarmo,  pt.   1,  ch.  vii ; 

*Felkin,  ch.  iv;  Lang,  pt.  2;  Lange  and  DeGarmo,  pt.  2,  sect,  iii; 
*Ufer.) 
a  Distinction  between. 
1)  Aim  of  both. 


221  HERBART. 

b  Government  to  be  supplanted  by  education. 

1)  Necessity  of  liberty. 
c  Discipline  to  be  continuous  treatment. 

1)  Use  of  punishment. 

2)  Use  of  approbation  and  disapprobation, 

d  Necessity  of  the  teacher  entering  into  the  feelings  of  the  child. 

V  HERBART 'S  DOCTRINE  OF  INTEREST.      (Adams,  ch.  x;  ■*DeGarmo, 
pt.  1,  ch.  V;  f Harris;  Lange  and  DeGarmo,  pt.  2,  sect,  ii;  *Ufer.) 

1  The  necessity  of  interest  in  character-building. 

2  Value  of  an  early  many-sided  interest. 

3  How  the  cultivation  of  interest  may  be  reduced  to  a  system. 

4  Kinds  of  interest. 

a  For  knowledge. 

1)  Empirical.     Speculative.     ^Esthetic, 
b  Arising  out  of  association  -with  others. 

1)   Sympathetic.     Social.     Religious. 

VI  HERBART 'S  PROCESS  OF  INSTRUCTION.      (*DeGarmo,,  pt.  1,  ch. 
vi;  §DeGarmo;  *Felkin,  ch.  iii;  Lang,  pt.  2;  *Ufer.) 

1  The  process. 

a  Presentation,  or  first  method. 

b  Analysis,  valuable  for  growing  minds. 

c  Synthesis,  or  highest  step  in  instruction. 

2  The  method. 

a  Voluntary  attention, 
b  Involuntary^  attention. 

1)  Method  employed, 
c  Mental  absorption  and  reflection. 
d  The  formal  steps  of  instruction. 

1)   Clearness.     Association.      System.     Method, 

3  Subject  matter  of  instruction  and  methods  of  teaching.      (Lange  and 

DeGarmo,  pt.  3,  sect,  i.) 

VII  HERBART 'S  SUCCESSORS  IN  GERMANY.      (*DeGarmo,  pt.  2-  JDe- 
Garmo;  fUfer.) 
1  The  Stoy,  or  conservative  school. 

a  Dr.  Karl  Volkraar  Stoy  [1815-1885] .     (*DeGarmo,  pt.  2,  ch.  viii.) 

1)  Application  of  Herbart's  ideas  to  elementary  education, 
b  Dr.  Otto  Frick   [1832-1892].      (Baumeister,  I,  Pt.  1,  346-350; 
*DeGarmo,  pt.  2,  ch.  ix.) 
1)  Application  of  Herbart's  ideas  to  secondary  education. 


222  HERB  ART. 

2  The  Ziller  school.      The  extension  of  Herbart's  ideas. 

a  Prof.  Tuiskon  Ziller  [1817-1883].      (*DeGarmo,  pt.  2,  chs.  ii-v; 
Regener,  209-215.) 

1)  His  interpretation  of  Herbart's  ideas. 

2)  His  theory  of  culture  epochs. 

3)  His  theory  of  concentration  of  studies. 

4)  His  work  in  formulating  method. 

a)  The  five  steps  of  a  recitation,— an  elaboration  of  Her- 
bart's four  formal  steps  of  instruction, 
b  Dr.  William  Rein  [b.  1847-].      (*DeGarmo,  pt.  2,  ch.  vi.) 

1)  The  application  of  Ziller 's  ideas  in  the  practice  school. 

2)  His  work  at  Jena. 

c  Dr.  Karl  Lange  [b  1849-]  and  the  principle  of  apperception. 
(*DeGarmo,  pt.  2,  ch.  vii.) 
1)  Psychology  the  basis  of  method. 

VIII  HERBART'S    IDEAS    IN   AMERICA.     (*DeGarmo,    pt.    3;    Syllabus, 
p.  293.) 

1  Personnel  of  the  American  movement. 

2  The  expositions  by  Charles  DeGarmo,  and  Charles  and  Frank  Mc- 

Murry. 
a  Fundamentals  of  method.     Conduct  of  the  recitation, 
b  Aim  of  education, 
c  Relative  value  of  studies, 
d  Apperception, 
e  Interest, 
f  Concentration  and  correlation. 

3  The  Herbart  Club  [Organized  in  1892]  and  its  work. 

a  The  Year  Books. 

4  The  Society  for  the  Scientific  Study  of  Education  [Organized  in  1901], 


223  HERB  ART. 

IX  REFERENCES. 

1  Editions  of  Herbart's  Works. 

Baetholomai,  Dr.  Fe.     Eerhart's  Pddagogische  Scliriften.     {Bihl.  Pad.  Elass.) 
EcKOFF,  W.  J.      (Trans.).     A  B  C  of  Sense-Perception,  and  Minor  Pedagogical 
Works  of  Heriart. 
fFELKiN,  H.  M.  and  E.  (Trans.)-     Eerhart's  Science  of  Education. 
$Felkin,  H.  M.  and  E.  (Trans.).     Lectures  and  Letters  on  Education. 
*Herbart,  Joh.  Fe.    A  Text-book  in  Psychology.     (Trans,  by  M.  K.  Smith.) 
fHERBAET,  Joh.  Fe.     The  Application  of  Psychology  to  the  Science  of  Education. 
(Trans,  by  Mulliner.) 
^  Laxge,  a.  F.,  and  DeGaemo,  Chas.     Eerhart's  Outline  of  Educational  Doctrine. 
WiLLMAN,  De.  Otto.     Eerhart's  Pudagogische  Schriften.     2  Vols. 

2  Works  on  the  life  of  Herbart  and  his  system  of  education. 

-— ^  Adams,  John.     The  Eerbartian  Psychology  Applied  to  Education. 
.^'^"-DeGaemo.  Chas.     Eerbart  and  the  Eerbartians. 

§DeGaemo,  Chas.     The  Herbartian  School  of  Pedagogies;  in  Educ.  Rev.,  I,  33- 

45,  244-252,  453-462. 
*Felkin,  H.  M.  and  E.     Introduction  to  Eerbart's  Science  and  Practice  of  Edu- 
cation. 
"""^   La:\G,  Ossian  H.     Outline  of  Eerbart's  Pedagogics. 

*Ufer,  Christian.     Introduction  to  the  Pedagogy  of  Eerbart.     (Trans,  by  J.  C. 

Zinser.) 
*Vats'  Liew,  C.  C.     Life  of  Eerbart,  and  Development  of  his  Pedagogical  Doc- 
trines. 

3  Works  and  articles  of  a  general  or  critical  nature. 

Baumeistee,  a.     Eandbuch  der  Erziehungs-  und  Unterriehtslehre,  Vol.  I,  Pt.  1. 
+DeGarmo,  Chas.     Coordination  of  Studies;  in  Educ.  Rev.,  IV,  422-437. 

Encyclopedia  Britannica.     Article  on  Herbart. 
*Harris,  W.  T.     Herbart  and  Pestalozzi  Compared;  in  Educ.  Rev.,  Y,  417-423. 
tHarris,  W.  T.     Herbart's  Doctrine  of  Interest;  in  Educ.  Rev.,  X,  71-80. 

Laxge,  K^tVEL.    Apperception.     (Edited  by  DeGarmo.) 

Natoep,  Paul.     Eerbart,  Pestalozzi  und  die  heutigen  Aufgaben  der  Erziehungs- 
lehre. 

Plath,  Julius.     Schorn's  Geschichte  der  Plidagogik. 

Regenee,  Fe.     Skizzen  zur  Geschichte  der  Pddagogik. 

Rein,  Wm.     Pestalozzi  and  Herbart;  in  The  Forum,  XXI,  34G-360. 

Schiller,  Heemann.     Lehrbuch  der  Geschichte  der  Padagogik. 

Tompkins,    Aenold.     Herbart's    Philosophy    and    his   Educational    Theory;    in 
Educ.  Rev.,  XVI,  233-241. 
tlJFER,  Christian.     The  Attitude  of  Scientific  Thought  in  Germany  toward  the 
Doctrines  of  Herbart;  in  Educ.  Rev.,  XII,  209-220. 

4  For  additional  bibliography  on  Herbartian  pedagogics  see  *DeGarmo,  *Fe]kin,  or 

Columbia  Libr.  Catalogue. 


224  'FEOEBEL. 


C     Friedrich  Wilhelm  Froebel  [1782-1852]. 

(Buchner;   Dittes,  234-239;   Ency.  Brit.,  art.  Froebel:   fHailmann;   fHiighes;   Jolionnot,  ch. 

viii;  Plath,  352-360.) 

I  EARLY  LIFE  AND  EDUCATION  [1782-1816].  (Autobiographij, 
3-103 ;  *Barnard,  21-49 ;  Bowen,  ch.  i ;  Franks,  chs.  i-iv ;  Hansch- 
mann ;  f Lange  Ed.,  I ;  Shirreff ;  *Snider,  bk.  i. ) 

1  Early  boyhood. 

a  Introspection.      Interest  aroused  in  many  problems.      The  temple 
of  Nature. 

2  Early  estranged  from  his  parents. 

3  Apprenticed.     His  desires  not  consulted. 
t  Experiences  at  Jena  [1801]. 

5  Inherited  some  money  and  began  the  study  of  architecture  [1805]. 

a  Gruner's  advice. 

6  Became  a  teacher  [1805]. 

a  Influence  of  Pestalozzi.  (fHailmann.) 
b  Visited  Pestalozzi  at  Yverdon  [1805]. 
c  The  results  of  the  visit.     His  teaching. 

7  Became  a  tutor  to  three  boys  [1807]. 

a  Study  of  nature. 

8  Second  visit  to  Pestalozzi  [1808-1810].      (fHailmann.) 

a  Saw  the  great  value  of  music  and  play. 
b  Debt  to  Pestalozzi. 

9  Studied  at  Gottingen  and  Berlin  [1811-1812]. 

10  Life  as  a  soldier  [1813-1814]. 

a  Beginning  of  his  friendsliip  with  Middendorff  and  Langenthal. 
(*Barnard,  131-144.) 

11  Became  an  assistant  in  a  mineralogical  museum,  in  Berlin,  [1814]. 

a  Symbolism  of  the  minerals. 

b  Left  Berlin  [1816]  to  become  a  tutor  again. 

II  FROEBEL  AS  A  TEACHER  AND  REFORMER  [1816-1852].     {*A2ito- 

hioghaphy,  Letter  to  Krause  and  Letter  to  Barop,  103-138 ;  Bowen, 

ch.  ii;  Hanschmann;  Heinemann;  f Lange  Ed.,  I;  *Snider,  bk.  2.) 

1  The  "Universal  German  Educational  Institute"  opened  at  Griesheim 

[1816].     (Franks,  ch.  v.)     Moved  to  Keilhau  [1817].     (Ebers.) 

a  Hard  struggle  of  the  community  [1817-1822]. 

b  Growth  of  the  school. 

c  The  Government  inspection  of  1824-1825  and  the  Report.      (*Bar- 
nard,  105-110;  Bowen,  29-31 ;  Franks,  ch.  vi;  fLange  Ed.,  I.) 


225  FROEBEL. 

1)   Opposition  arising  from  the  anti-student-association  feeling. 
d  Decline  of  the  Institute. 

2  The  Education  of  Man  published  [1826]. 

3  Froebel  went  to  Switzerland  [1829].      (Barop,  in  *Barnard,  97-104; 

Franks,  ch.  vii;  Heinemann,  ch.  i;  fLange  Ed.,  I,  for  announce- 
ments of  the  schools.) 
a  School  opened  at  Wartensee. 
b  Opposition.     Moved  to  AVillisau  [1833]. 
c  Opened  an  orphanage  at  Burgdorf  [1835]. 

1)   Saw  the  need  of  reforming  the  nursery. 
d  Returned  to  Germany  [1836]. 

1)   Importance  of  the  Switzerland  work. 

4  Opened  a  school  for  little  children  [Anstalt  fiir  Klemkinderpflegc]  at 

Blankenburg,  near  Keilhau  [1837].  (Franks,  ch.  viii;  Heine- 
mann, ch.  i;  Michgelis  and  Moore;  *Snider,  bk.  3.) 

a  Efforts  to  bring  the  new  idea  before  the  public  at  Dresden  [1838- 
1839].      (Franks,  ch.  ix;  Shirreff.) 

b  The  new  school  nnmed  Ei7iderg  art  en  [1839]. 

c  flutter-  und  Kose-Lieder  ])uh\ifih.ed  [1843]. 

d  School  given  up  [1844]. 

5  Resolved  to  address  himself  henceforth  to  women.     (Franks,  ch.  x.) 

a  Froebel's  Letters  on  the  Kindergarten  [1838-1852].  (Heine- 
mann ;  Shirreff . ) 

6  Met  and  secured  as  disciples  Baroness  Marenholtz-Biilow  and  Diester- 

weg.      (*Barnard,  145-158;  Franks,  ch.  xii;  Heinemann,  ch.  v.) 
a  Recollections  of  Froebel   at  this  period.     (*Barnard,    117-124; 

*Lange,  in  *Barnard,  69-80;  and  in  Barnard's  Jr.,  XXX, 

833-845 ;  *Marenholtz-Bulow.) 
b  Training  college  opened  at  Liebenstein  [1850]. 

7  The  Prussian  decree  of  August  7,  1850. 

8  Froebel  retired  to  Marienthal.     Last  days.     Death  [1852].      (Franks, 

ch.  xi;  ^Marenholtz-Biilow. ) 

III  THE  EDUCATION  OF  MAN   [Die  Erziehung  der  Menschheit,  1826]. 
(*Barnard,  pt.  ii;  Bowen,  chs.  iii,  v,  vi ;  Buchner;  Franks,  Ap.  1; 
*Hailmann  Edition,  pt.  1;  *Seidel.) 
1  The  universal  law  underlying  development.     (Herford,  1-23 ;  *Hughes, 
ch.  iii.) 
a  The  object  of  education. 

b  Development  demands  freedom  and  proper  conditions. 
c  Self-activity  essential  to  the  unfolding  of  the  inborn  capacities. 
(*Hughes,  ch.  iv.) 


27 


226  FROEBEL. 

d  Sacredness  of  the  individual. 

e  Continuity  in  the  development  of  a  child's  life  from  the  period 
of  earliest  infancy. 
'2  Education  should  lead  a  man  to:— (*Hailmann  Ed.,  pt.  i;  Herford, 
1-23;  fMarenholtz-Biilow,  chs.  i-iv.) 
a  Clearness    concerning    himself    and   his    relations    to    huntanity. 
(fMarenholtz-Biilow,  ch.  xi.) 
1)   Social  activity. 

a)  Play  a  means  to  an  end. 

b)  Gifts;  songs;  games. 

b  Peace  with  Nature;  harmony  with  Nature"  la^vs.      ( f ]\Iarenholtz- 
BiiloAv,  ch.  X.) 

1)  Use  of  the  hand,  eye,  and  ear.      (;{;Marenholtz-Biilow.) 

2)  Inquiry;  comparison;  spontaneous  activity, 
c  Unity  with  God,      (jMarenholtz-Biilow,  ch.  xii.) 

1)  Moral  practices. 

2)  Community  life  the  basis  of  religious  feeling. 

3  The  period  of  early  childhood.      (*Hailmann  Ed.,  pt.  ii;  Herford,  24- 

27;  fMarenholtz-Biilow,  chs.  iii,  v.) 
a  The  child  finding  himself, 
b  Development  of  the  muscles.     Physical  education. 

1)   Play  as  an  educational  factor.      (*Hughes.  ch.  v;  fMaren- 
holtz-Biilow, ch.  ix;  "Wiggin  and  Smith,  145-176.) 
c  Development  of  the  senses. 
d  Means  of  arousing  the  child's  self -activity, 
e  Wealth  of  the  child's  world, 
f  Beginning  of  formal  instruction  through  drawing. 

4  Boyhood.     (*Hailmann  Ed.,  pts.  iii,  iv;  Herford,  48-67;  fMarenholtz- 

Biilow,  ch.  V.) 
a  Transition  from  play  to  work.     Formative  instincts.     Exploring 

surroundings.      Aiding  parents.      Sense  of  proprietorship, 
b  Perversion  of  natural  development.     Sins  against  childhood, 
e  Need,  aim,  and  spirit  of  schools. 

5  Chief  groups  or  subjects  of  instruction.      (*Hailmann  Ed.,  pt.  v;  Her- 

ford, 68-92;  *Hughes,  chs.  vii,  viii ;  Wiggin  and  Smith,  III.) 
a  Natural  science  and  mathematics. 

1)  Study  of  nature.     Excursions.     ( f  Marenholtz-Biilow,  ch.  x ; 
AViggin  and  Smith,  23-42.) 
b  Form,  Symbolism. 

c  Language.     Connection  with  nature  and  religion, 
d  Art  and  art  objects.     Representation  of  the  inner  life.      (Wiggin 
and  Smith,  III,  128-144.) 


227  FROEBEL. 

6  Unity  between  family  and  school.     (*Hailmann  Ed.,  pt.  vi,  A;  Her- 

ford,  93-96.) 
a  The  school  to  supplement,  not  replace  the  family. 

7  Cultivation  of  the  religious  sense.      (Bowen,  ch.  vi;  *Hailmann  Ed., 

pt.  vi,  B;  Herford,  71-78;  Wiggin  and  Smith,  III,  108-127.) 
a  Awakening  of  the  ideal  side  of  the  child's  nature. 
b  Good  and  bad  religious  training. 

c  Necessity  of  moral  practices   [self -activity]   in  religious  instruc- 
tion, 
d  Object  of  all  religious  instruction, 
1)   Pantheistic  idealism. 

IV  THE  MOTHER  AND  NURSERY  SONGS  [Mutter-  und-  Kose-Leidcr, 
1843].  (*Barnard,  575-594;  Bowen,  ch.  iv;  Eliot  and  Blow; 
fMarenholtz-Biilow,  ch.  viii;  Wiggin  and  Smith,  92-107.) 

1  Object  Froebel  had  in  mind. 

2  Nature  of  the  collection.      (*Blow;  Lord;  fSeidel.) 

3  Meaning  and  educational  value  of  the  infant  games  and  mother  songs. 

(fBlow;  f Snider.) 

V  NATURE  OF  THE  KINDERGARTEN.  (*Barnard,  595-616;  Buchner; 
Butler ;  Harris ;  Heinemann,  chs.  ii,  iii ;  fMarenholtz-Biilow,  chs, 
vi,  vii ;  Michailis  and  ]Moore ;  Smith ;  *Snider,  bk.  3 ;  Wiggin  and 
Smith,  III.) 

1  Perception,  observation,  comparison,  and  judgment  as  employed  in  the 

kindergarten. 

2  Doing,  expression,  and  self-activity  in  the  kindergarten.      (fBlow.) 

a  Movement  and  gesture. 

b  Song;  rhythmic  motion. 

c  Graphic  representation ;  drawing  in  color. 

d  Language ;  the  story. 

3  Technique  of  the  kindergarten. 

a  The  Gifts.      (BoAven.  136-145;  :l:Froebel;  Kraus-Boelte,  I;  Wiggin 
and  Smith,  I.) 
1)  Nature  and  use. 
b  The  Occupations.      (Bowen,  146-149;  §Froebel;  Kraus-Boelte,  II; 
Wiggin  and  Smith.  II.) 
1)  Nature  and  use. 

4  Prominence  given  to  the  study  of  nature.      (Wiggin  and  Smith,  III. 

23-42.) 
a  School  gardens.      (§Frocbel.  ch.  vii.) 


228  FROEBEL. 

5  Emphasis  placed  on  motor  activity  and  manual  instruction.      ( JlMaren- 

holtz-Biilow ;  Shaw;  Wiggin  and  Smith,  III.) 

6  Place  of  the  kindergarten  in  the  school-system.      (Wiggin,  187-220.) 

a  The  kindergarten  proper. 

b  Transition  classes.      (Bowen,  ch.  viii;  §Froebel,  ch.  x.) 

VI  EXTENSION  OF   THE  KINDERGARTEN  IDEA.     (*Barnard,   5-16; 
Syllabus,  pp.  292-293.) 

1  In  Germany. 

a  Official  opposition. 

b  What  Payne  found  in  1374.      (Payne,  203-271.) 

c  Present  status. 

2  In  Austria  and  Italy. 

3  In  Prance. 

4  In  England.      (Barnard's  Jr.,  II,  449^51.) 

5  In  the  United  States.      (^Barnard,  10-16,  529,  651,  672;  Boone,  332- 

337.) 
a  The  American  Froebel  Union. 

b  Services  of  Miss  Peabody,  Miss  BIoav,  Miss  Marwedel,  and  others, 
c  The  kindergarten  in  the  city  school  systems,— St.  Louis.      (*Bar- 

nard,  651-653;  Harris.) 
d  The  charity  kindergartens,— Boston,  San  Francisco.      (*Barnard, 
665-672.) 


229  FROEBEL. 

YII  REFERENCES. 

1  Sources  on  the  life  of  Froebel,  and  editions  of  his  writings. 

Bakxakd,  and  *Baexaed.     See  2,  below. 
*Blow,  SrSAN  E.     The  Songs  and  Mvsic  of  Froehel's  Mother  Play. 
Ebers,  Geokg.     The  Story  of  my  Life  from  Childhood  to  Manhood.      (Trans,  by 

Mary  J.  Safford.) 
*rBOEBEL,    Fr.     Autobiography.      (Trans,    by    E.    Michaelis    and   H.    K.    Moore. 

Includes  letters  to  Krause  and  from  Barop.     Bardeen  Ed.) 
fFKOEBEL,   Fb.     Autobiography    (Trans,   by  Lucy  Wheelock)  ;    in  Barnard's  Jr., 
XXX,  643-670. 
;  JFroebei,,  Fr.     Pedagogics  of  the  Kindergarten. 

•§Froebel,  Fr.     Education  by  Development. 
*Hailmann,  W.  X.  (Trans.).     Froebel's  Education  of  Man. 
Heinemann,  a.  H.   (Editor).     Froebel's  Letters. 
Herfobd,  Wm.  H.     The  Student's  Froebel. 
•Lange,  Dr.  W.     Reminiscences  of  Froebel   (abridged)  ;  in  Barnard's  Jr.,  XXX, 

833-845. 
tLAKGE,    Dr.    W.     (Editor).     Froebel's    gesammelte    pddagogische    Schriften.     3 
Vols. 
Lord,  F.  and  E.     Mother  Songs,  Games,  and  Stories. 
*^L\REXHOLTZ-BuLOW,  Baboness.     lieminiscences  of  Fr.  Froebel. 
]\IiCHAELis,    E.,    and    Moore,    H.    K.     Froebel's   Letters    on   the   Kindergarten. 
[1838-1852.] 
*Seidel,  Fr.     Froebel's  Menschen  Erziehung.      {Pad.  Klass.) 
tSEiDEL,  Fb.    Froebel's  Mutter-  und  Kose-Lieder.     (Pad.  Klass.) 

2  Important  Secondary  Authorities. 

Babxard,    Hexbv.      Ainerican    Journal    of   Education,    XXX,    XXXI.       (These 
volumes  contain  many  articles  which  were  reprinted  later  in  *Barnard. ) 
*Babnabd,  Hexry.     Kindergarten  and  Child  Study  Papers. 
^  fBLOW,  Susan  E.     Symbolic  Education. 
^  -  Bo  WEN,  H.  C.     Froebel  and  Education  through  Self -Activity. 

Eliot,  H.  R,,  and  Blow,  S.  E.     The  Mottoes  and  Commentaries  of  Froebel's 

Mother  Play. 
Encyclopedia  Brittanica.     Article  on  Froebel. 

Franks,   Fanny.     The  Kindergarten  System;   its  Origin  and  Development  as 
'  seen  in  the  Life  of  Fr.  Froebel.     (A  trans,  and  adaptation  from  Hansch- 

mann.) 
Hanschmanx,   Alex.    B.     Friedrich   Froebel;   die   Entirickelung   seiner  Erzie- 
•  hungsidee  in  seinem  Leben. 

^^ —  "Hughes,  Jas.  L.     Froebel's  Educational  Laws. 

Kraus-Boelte,  Maria,  and  Kbaus,  John.     The  Kindergarten  Guide.     I,   The 
Gifts;  II,  The  Occupations. 
i  tMAREXHOLTZ-BuLOW,  Baboness.     The  Child  and  Child  Nature. 

JMarexholtz-Bulow,   Baroness.     Handivork  and  Eeadwork;  their  Relation  to 

one  another. 
'^ Quick,  R.  H.     Essays  on  Educational  Reformers. 

Shirreff,  Emily.     A  Short  Sketch  of  the  Life  of  Friedrich  Froebel. 
^  Smith,  Nora  A.     The  Kindergarten  in  a  Nutshell. 
*Sxider,  D.  J.     The  Life  of  Froebel. 
fS^lDEB,  D.  J.     Froebel's  Mother  Play  Songs;  a  Commentary. 


FROEBEL.  230 

WiGGiN,  Katk  DoiGLAS.     Chihlrcii'n  Jti;/lifs. 

WiGGiN,  Katk  Doiglas,  and  Smith,  Xoka  A.     The  Republic  of  Childhood.     I, 

Frochd's  (lifts;  11^,  I'rochcl's  Ocfiijidtiutis ;   III,  Kindergarten  Principles 

inid  Practices. 

3  Short  general  or  critical  articles. 

■    '  Barjs'ard,  Henry.     Froebel's  System   of  Jiifant   Gardens;   in  Barnard's  Jr.,  II, 

449-451. 
Boone,  R.  G.     Education  in  the  United  States. 
BuCHNEB,   Edw.   V.     Froebel   from   a   Psychological   Standpoint;    in   Education, 

XV,  105-113,  169-173. 
BiTLER,  N.  M.     Some  Criticisms  of  the  Kindergarten;   in  Educ.  Rev.,  XVIII, 

285-291. 
Compayre,  G.     History  of  Pedayogy. 

DiTTES,  Fr.     Geschichte  der  Erziehung  und  des  Unterrichtes. 
tHAiLMANN,  W.  N.     From  Pestalozzi  to  Froebel;  in  Proc.  N.  E.  A.,  1880,  128-137. 
JHailmann,  \V.  N.     History  of  Pedagogy. 
Harris,  W.  T.     Early  History  of  the  Kindergarten  in  St.  Louis;  in  Rep.  U.  S. 

Com.  Educ,  1890-1897,  I,  899-922. 
tHuGHES,  Jas.  L.     Comparison  of  the  Educational  Theories  of  Froebel  and  Her- 

bart;  in  Proc.  N.  E.  A.,  1895,  538-551. 
JoiiONNOT,  Jas.     Principles  and  Practice  of  Teaching. 
MuNBOE,  Jas.  P.     The  Educational  Ideal. 
Payke,  Jos.     A  Visit  to  German  Schools;  in  his  Lectures  on  the  History  of 

Education. 
Plath,  Juuus.     Schorn's  Geschichte  der  Pddagogik. 
Shaw,  Edw.  E,.    The  Employment  of  the  Motor  Activities  in  Teaching;  in  Pop. 

Sd.  Mo.,  Vol.  L,  5()-G7. 
Williams,  S.  G.     History  of  Modern  Education. 

4  For  additional  bibliography  on  Froebel  see  *Barnard;   Bowen,  Ap.  B;   *Froebel; 

*Lange,  145-152;   and  Munroe,  244-24t). 


SUJ^  ,lu^l  1^-  ^ 


^y.     Z72--^?7. 


XXXVI  THE  QUESTION  OF  EDUCATIONAL 

VALUES. 

Herbert  Spencer's  Essays  on  Education  [1861], 

( *Compayre,  535-556;   fCompayre;   Jordan;   Leitch,  239-298;    Quick,   eh.  xix.) 

I  WHAT  KNOWLEDGE  IS  OF  MOST  WORTH. 

1  Knowledge  for  discipline  and  for  use. 

2  The  relative  value  of  knowledge. 

a  Knowledge  for  self-preservation, 
b  Knowledge  for  gaining  a  livelihood, 
c  Knowledge  as  to  rearing  offspring, 
d  Knowledge  for  citizenship, 
e  Ornamental  education. 

3  Supreme  value  of  science. 

II  INTELLECTUAL  EDUCATION. 

1  Criticism  of  the  methods  of  his  time. 

2  Statement  of  principles  upon  which  instruction  should  be  based. 

a  From  the  simple  to  the  complex. 

b  From  the  concrete  to  the  abstract. 

c  Should  accord  with  the  development  of  the  race. 

d  From  empirical  to  rational. 

e  Self-development  fundamental. 

f  Happiness  the  ultimate  test. 

3  His  theses  those  for  which  the  reformers  for  two  hundred  and  fifty 

years  had  stood. 

4  Subjects  of  study  proposed. 

Ill  MORAL  EDUCATION.      (Laurie.) 

1  Criticism  of  the  brutality  of  parents  and  schoolmasters. 

2  The  system  of  natural  punishments. 

a  Danger  of  artificial  punishments. 

3  Great  demands  made  on  parents. 

IV  PHYSICAL  EDUCATION. 

1  The  robust  animal. 

2  Neglect  of  the  body  in  education. 

231 


232  HERBERT    SPENCER. 

3  Diet ;  clothing^.£xer-cise ;  play. 

4  Over-application, 

V  IMPOETANCE    OF   THE   ESSAYS.      (Jordan.) 

1  As  a  statement,  in  forceful  English,  of  the  best  ideas  of  the  reformers. 

2  In  starting  anew  a  discussion  as  to  the  relative  worth  of  studies,  which, 

though  still  in  gTeat  part  unsettled,  has  effected  a  great  change  in 

assigned  values, 
a  This  question  a  disagreeable  one  to  English  schoolmasters, 
b  The  same  question  in  other  countries. 

1)  In  Germany. 

2)  France. 

3)  America. 

a)  In  elementary  education. 

b)  In  secondary  education. 

3  Merits  and  defects  of  the  Essays. 

VI  REFERENCES. 

*CoMPAYRE,  G.    History  of  Pedagogy. 

tCoMPAYKE,  G.     Herbert  Spencer,  et  I'education  utilitaire. 
Jordan,  D.   S.     Spencer's  Essay  on  Education;   in  Cosmopolitan,  Vol.  XXIX, 

266-276. 
Laurie,  S.  S.     Herbert  Spencer's  Chapter  on  Moral  Education;  in  Educ.  Rev., 

IV,  485-491. 
Leitch,  Jas.     Practical  Educationalists  and  their  Systems. 
Quick,  R.  H.     Essays  on  Educational  Reformers. 
Spencer,  Herbert.    Education;  Intellectual,  Moral,  and  Physical. 


XXXVII     THE   NINETEENTH    CENTURY   IN 

GERMANY. 

(Davidson,  220-253;   Dittes,  250-267;   Freytag,  see  table  of  contents.) 

I  AFTER  FEEDERICK  THE  GEE  AT.     (Mrs.  Barnes;  Russell,  76-81;  J. 
R.  Seeley.  XL) 

1  Inability  of  his  successors  to  carry  out  the  reforms  he  had  begun. 

2  The  battles  of  Jena  and  Auerstadt  [Oct.  14,  1806],  and  the  Treaty  of 

Tilsit  [July?,  1807]. 

3  The    struggle    for    national    freedom.     (Adamson,    80-84,    100-104; 

Francke,  ch.  ix,  pts.  3  and  4;  Smith,  I,  135-142.) 
a  Work  of  the  leaders  :— 

1)  The  Emancipating  Edict  of  Stein  [1807]. 

2)  Reform  of  the  army  by  Scharnhorst  [1807-1814]. 

3)  Arndt's  songs.     (Francke,  490-495.) 

4)  Fichte's    Addresses    to    the    German    nation.       (Adamson, 

84-92 ;  DeGuimps,  164-166  ;  Duproix,  pt.  2 ;  Farber,  191- 
304;  Francke,  434-444;  Hall;  Smith,  I,  128-135;  Vogt.) 

4  The  problem  before  the  leaders. 

a  A  national  school  system  the  best  means  to  the  end. 
b  To  secure  such,  required: — 

1 )  Centralization ;  unification  ;  subordination. 

2)  Definite  aims  and  methods  of  Avork. 

II  THE  STEPS  IN  THE  PROCESS.    (Mrs.  Barnas ;  Dittes,  250-267 ;  *Paul- 
sen,  II,  276-313:  Russell,  ch.  iv.) 

1  William  von  Humboldt  made  head  of  the  department  of  public  instruc- 

tion [1809]. 
a  His  learning. 
b  His  conception  of  the  possibilities  of  education. 

2  Reforms  of  Humboldt  [1809-1811]  and  of  his  successor  von  Schuck- 

mann     [1811-1818].      (*Barnard,    65-74;    Barnard's    Jr.,    XX, 

360-370;  Baumeister,  I,  Pt.  ],  269-273;  J.  R.  Seeley,  II,  424-435.) 

a  In  elementary  education.     (*Fischer,  II,  ch.  iii;  Regener,  216- 

222.) 

1)  Introduction  of  Pestalozzian  methods  [Zellar].     (DeGuimps, 

164-166;   -Hall;     Pinloche,     289-300;     Syllabus,     sect 

XXXV,  A.) 

233 


234  TEE    NINETEENTH    CENTURY   TN    GERMANY. 

'""'^^K 

b  Partial  unification  of  the  Gymnasien  [1812]. 

1)   The  Lehrplan  of  1816. 
e  Examinations  for  teachers  begun  [1810].     (Perry,  58-72.) 
d  The  University  of  Berlin  founded   [1809].      (Adamson,  93-100; 
*Paulsen,  II,  bk.  5,  ch.  iv;  f Paulsen,  65-69;  Wagner.) 

1)  Nature  of  the  new  institution.     (J.  R.  Seeley,  II,  428^35.) 

2)  The  first  faculty. 

e  Ministry  for  Educational  Affairs  created  [1818]. 

ill  SUBSEQUENT  DEVELOPMENTS.  (Arnold,  eh.  i;  Barnard's  Jr., 
XVII,  435-554,  XX,  360^34;  Baumeister,  I,  Pt.  1,  305-357; 
Nohle,  61-82 ;  Regener,  216-222  ;  *Rein,  VII,  1013-1040 ;  L.  Seeley, 
ch.  vi.) 

1  The  period  from  1818  to  1840  one  of  increasing  State  centralization 

[Ministry  of  von  Altenstein].     ( Clausnitzer,  48-100;  Donalson, 
lect.  i;  *Fisclier,  II,  ch.  iv;  *Paulsen,  II,  bk.  5,  ch.  v;  Regener, 
216-222;  Rep.  U.  S.  Com.  Educ,  1893-1894,  I,  245-297.) 
a  Great  development  of  elementary  schools. 

1825  Cabinet  order  referring  to  compulsory  attendance. 

1833  Royal  order  concerning  abolishment  of  tuition  fees.     Only  par- 

tially carried  out  until  1888. 

1834  Cabinet  order  concerning  superAU-sion  of  schools. 

b  Real  beginning  of  city  normal  schools  [Berlin,  1831].      (Russell, 

101.) 
c  The  new  Lehrplan  fur  Gymnasien  of  1837. 

2  Further  development  of  the  Volkssckule,  and  of  State  control  of  edu- 

cation.     ( Clausnitzer ;  Donalson,  lect.  i ;  *Fischer,  II,  chs.  v-x ; 
Frank;  Nohle,  76-82;  Regener,  216-222;  Rep.  U.  S.  Com.  Educ, 
1893-1894,  I,  245-297.) 
a  Altenstein  succeeded  by  Eichhorn,  a  narrow  bigot  [1840]. 

1)  The  conflict  between  Church  and  State. 

2)  Attempt  to  crush  out  Pestalozzian  ideas. 
b  The  revolutions  of  1848. 

1)   The  National  Assembly    [1848]    and  the  new  constitution 
[1848,  1850]  asserted  the  supremacy  of  the  State  in  edu- 
cation, 
e  The  clerical  reaction. 

1)  The  dark  period  from  1850  to  1872. 

2)  The  three  Eegulativcn  of  1854  [Muehler]. 
a)  The  "cram"  method. 


28 


235 


THE    NINETEENTH    CENTURY   IN    GERMANY. 


d  Growing  demand  for  a  uniform  educational  system, 

1)  Bismark  recognized  the  new  demands  and  appointed  Falk 

as  Minister  [January,  1872]. 

a)  The  supremacy  of  the  State  in  education  asserted. 

b)  The  new  Regulations  of  October  15,  1872.      (Nohle,  79- 

82 ;  Sonnenschein ;  the  part  for  elementary  schools,  in 
full,  Twentyman ;  the  part  for  training  schools,  in  full, 
Perry,  94-96,  194-213.) 

2)  Minor  changes  since  1872. 

1875  Vaccination  law. 

1882  and   1885  Laws   regulating  pensions  for  teachers  and  their 

^^'idows  and  orphans. 
1888  Final  abolition  of  tuition  fees  undertaken. 

3)  Agitation  for  a  modification  of  the  plan  of  instruction. 

4)  The  Elementary  Education  Bill  of  1893.      (Butler,  digest  of 

bill.) 


The  Progress  of  Elementary  Education  in  Prussia. 


Reduction  in  the  Percentage  of  Illiteracy  among 
Prussian  Army  Recruits.  (From  Sep.  U.  S.  Com. 
Edur.,  1899-1900,  I,  782.) 


Number 

Years. 

of 

Illiterates. 

Ratio  of 

Recruits 

Illiteracy. 

Drawn. 

Per  cent. 

1861-65 

63,032 

3,480 

5.52 

l'^66-67 

99,716 

3,800 

3.81 

1867-68  

88,607 

3,295 

3.72 

1868-69, 

80,601 

3,182 

3.94 

1869-70  

80,028 

2,703 

3.37 

1870-71  

90,899 

2,083 

2.29 

1871-72  .... 

88,382 

3,019 

3.42 

1872-73  .... 

85,294 

3,907 

4.58 

1873-74 

83,331 

3,324 

3.98 

1874-75 

85,779 

3,172 

3.70 

1875-76  

85,507 

2,749 

3.21 

1.S76-77  

84,695 

2..')06 

2.96 

l,s77-78 

86,177 

2,140 

2.48 

1878-79  

86,489 

2,265 

2.62 

1879- -80  .... 

81,915 

1,9.51 

2.30 

ISSO-Sl    

91.638 

2,172 

2.37 

1.SS1-S2   

91,233 

2,169 

2.38 

],ssj-S3  

90.675 

1,848 

2.04 

1SS3-.S1 

89,919 

1,827 

2.03 

1SH1-,S5 

91.734 

1,749 

1.91 

lSS,T-86 

91,928 

1,.579 

1.72 

1.SS6-S7   

101,456 

1,160 

1  14 

1SS7-88   

108,462 

1,156 

1.07 

l,S8.S-89. 

103,582 

992 

.96 

l,SS9-90    

102,990 

825 

.80 

1.S90-91    

117,194 

985 

.84 

].S'.H-'.)2 

111,516 

784 

.70 

I.s'.Kj-'.i:; 

113,118 

680 

.60 

1893-91   

152,457 

569 

.47 

1S94-95   

155,358 

511 

.33 

ls<)r)-y6     . 

151,468 

346 

.22 

1896-97 

151,657 

2.50 

M 

1897-98  

151,832 

170 

.11 

Percentage  of  the  Total  Popu- 
lation enrolled  in  the  Public 
Elementary  Schools.'  (From  a 
table  in  £ep.  U.  S.  Com.  Educ, 
1898-1899,  I,  p.  152.) 


Per  cent. 

1822 

12.2 

1825 

12.9 

1828 

14.8 

1831 

14.7 

1834 

15.6 

1837 

15.4 

1840 

14.9 

1843 

1.5.0 

1846 

15.1 

1849 

15.2 

1852 

15.2 

1855 

15.2 

1858 

15.3 

1861 

15.0 

1864 

14.7 

1,867 

15.4 

1871 

15.8 

1878 

15.8 

1882 

15.7 

1886 

16.9 

1891 

16.4 

1895 

17.0 

'To  the  recent  figures  about  2 
per  cent,  should  be  added  for 
pupils  in  private  schools  or  re- 
ceiving private  instruction,  and 
1  per  cent,  for  pupils  in  second- 
ary schools. 


236 


THE    ^'IXETEEXTH    CEXTIRY   IN    GERIIAXY. 


The  Decrease  in  Illiteracy  in  Prussia,  by  Provinces. 
(From  Rep.  U.  S.  Com.  Educ,  1899-1900,  I,  p.  781.) 


Provinces. 


East  Prussia    

West  Prussia.. 

Brandenburg  

Pomerania  

Posen 

Silesia 

Saxony  

Westphalia 

Rhenish  Prussia. 
Hohenzollern.   .. 


1841. 


1864-65. 


1881. 


:  Per  emit. 
■■     I    15.33 


1894-95. 


2.47 
1.2:1 
41.00 
9.22 
1.19 
2.14 
7.06 


Per  cent. 
16..M 

.96 

1.47 

16.90 

3.78 

.49 
1.03 
1.13 

.00 


Percent.  !  Percent. 


7.05 

8.79 

.32 

.43 

9.97 

2.33 

.28 

.60 

.23 

.00 


The  State. 


5.52 


2.38 


0.99 
1.23 
.06 
.12 
.98 
.43 
.09 
.02 
.05 
.00 


.33 


e  Great  influence  on  German  elementary  education  of  the  ideas  of 
Pestalozzi,  Herbart,  and  their  disciples,  especially: — (David- 
son, 220-253;  Diesterweg.) 

1)  Christian  AVilhelm  Harnisch  [1787-1864].      (Bartels.) 

2)  Adolph     Diesterweg     [1790-1866].        (Cassell;     fFischer; 

Krause;  Riehter;  Rudolph;  fSalhviirk,  I,  3-121;  Wacker, 
i-lii;  AA^ilke.) 

3)  Stoy,  Ziller,  and  Rem.     (Syllabus,  pp.  221-222.) 

3  The    struggle    of    the 

Eealschulen      for 

recognition. 

(Baumeister,      I, 

Pt.     1,     317-326, 

338-341;  Eucken; 

Xohle,    69-76; 

*Paulsen,  II,  bk. 

6.  ch.  V;  Russell, 

ch.     XX ;      Thier- 

gen.) 

a  The  classification  of  1859. 
b  The  revision  and  regulations  of  1872. 
e  The  Bealgymnasien  and  the  Oherrealschulen  of  1882. 

4  The  Berlin  School  Conference  of  December,  1890.      (Baumeister,  I, 

Pt.  1,  350-357;  Hornemann;  fRein;  Wood.) 
a  The  preceding  agitation.     (Bolton,  ch.  iii ;  Rep.  U.  S.  Com.  Educ, 

1889-1890,1,335-343.) 
b  The  address  of  the  Emperor.     (Rep.  U.  S.  Com.  Educ,  1889-1890, 

I,  359-363.) 
c  The  debate  in  the  Conference.    (Rep.  U.  S.  Com.  Educ,  1889-1890, 

I,  363-398.) 
d  The   revised    Gymnasial    Programs   of    1892.      (Bolton,    ch.    iv; 

Russell,  ch.  vi.) 

5  The  Berlin  School  Conference  of  19U0  and  its  results.     (Educ.  Rev., 

XXIII,  103-105.) 
a  The  present  status  of  the  Cj[uestion.     (Kaemmel;  Thiergen.) 

6  University  history.     (Syllabus,  sect.  XX.) 

a  Effect    of   the    founding   of   the    University    of   Berlin    [1809]. 

(Adamson,  93-100;  Wagner.) 
b  Work    of    the    German    Universities    during    the    19th    century. 

(fBarnard;  Conrad;  Dreyf us-Brisac ;  Nohle,  62-63;  fPaulsen, 

65-88 ;  Perry ;  Rep.  U.  S.  Com.  Educ,  1891-1892,  I,  247-368 ; 

1898-1899,  I,  228-236.) 


237  TEE   NINETEENTH    CENTURY  IN   GERMANY. 

IV  PRESENT  STATUS  OF  THE  GERMAN  [PRUSSIAN]  SCHOOL  SYS- 
TEM. (Dawson,  eh.  vi;  Kirchner;  Klemm;  Parsons;  *Prince; 
Reps.  U.  S.  Com.  Educ,  see  list  of  articles ;  Russell,  ch.  vi ;  *Sall- 
wiirk;  Stotzner;  Ware,  ch.  iv.) 

1  Kindergartens.     (L.  Seeley,  ch.  xxxiv.) 

2  The  common  school.     [Volkssclnde,  MiitelscJiule^  Vorschule.]      (Kan- 

itzsch;  Parsons;  Perry,  1-35;  L.  Seeley,  ch.  xiii;  Stotzner.) 

3  Continuation  schools.     (*Dale;  Rep.  U.  S.  Com.  Educ,  1899-1900,  I, 

p.  770  for  statistics.) 
a  General  continuation  schools. 

b  Industrial  continuation  schools.     (L.  Seeley,  ch.  xxxiii.) 
c  Trade  schools. 

d  Commercial  schools.     (Heinig.) 
e  Agricultural  schools. 

4  The  higher  classical  school    [Gynutasinhi].      (Beier;  Bolton,   ch.   iv; 

Bruncken;  Goodwin;  Rep.  U.  S.  Com.  Educ,  1899-1900,  I,  p.  771 
for  statistics  as  to  all  higher  schools ;  Russell,  120-126 ;  Stotzner. ) 
a  The  Progymnasium. 

5  The  Latin-Scientific  higher  school  [Realgymnasium] .     (Beier;  Bolton; 

Russell,  126-127.) 
a  The  Bealprogymnasium. 

6  The  non-classical  higher  school  [Bealschule,  Burgherscliulc].     (Beier; 

Bolton,  ch.  iv;  Russell,  127-128;  *Sadler.) 
a  The  Oherrealschule.     (Beier;  fSadler.) 

7  The  advanced  girls'  school  [Hohere  Mciclch  ens  chide].     (Beier;  Bolton, 

ch.v;  Russell,  129-132.) 

8  Private  schools ;  church  schools. 

9  Universities.      (Conrad;  Hart;  f Paulsen,  chs.  iii-vi;  Perry.) 

10  Interrelation  of  the  schools. 

a  The  Altonaer  and  Frankfort  plans.      (Russell,  136-137;  Viereck.) 

11  Coeducation;  education  of  girls.      (Russell,  129-134;  L.  Seeley,  ch. 

xxxii.) 

12  Normal  Schools;  training  of  teachers.      (Bolton,  ch.  ii;  Parsons;  Perry, 

58-72,  94-96,  194-213;  fPrince;  Russell,  chs.  xviii,  xix;  L.  Seeley, 
chs.  xx-xxiii;  Stotzner.) 

V  ad:mtnistration  of  the  Prussian  school  system.    (Bol- 
ton, ch.  i;  Parsons;  *Prince;  Russell,  ch.  v.) 
1  Tlie    ^Minister    for    Religious,    Educational,    and    Medicinal    Affairs 
[Minister  der  Gcistlichen,  Uiiterrichts-  und  Medic inal-Angeleg en- 
heiten].      (L.  Seeley,  ch.  vii.) 
a  The  Assistants  for  Education  [Direkioren]. 
h  School  laws  and  regulations. 


THE    MSETEEyrU    CE\TH!)     I .\    (lEirUAyY. 


238 


The  German   system   of  education    as   exemplified   in   Prussia 

Elementory 


Infant   »chools 


In  wh.cb  ch.ldren  ur 
two  yeors  of  age  ar 
cctred  for  during  the 
doy 

For  ch.ldren  of  the  lo- 
borin^  clossea  till  four  y 
'  Q  continu 


Shading    shows   Compylsory    period 
I      6-IZ  no   exemptions 

12-14  SIX  hours  doily  employnnent 
M-18  opt  lonol  with  munlcipol 
au  thori  tes 


Middle    schools 


f  oge 

of  the   preceding 
The   course    of  study   m   middle   schools 
•  ua'ly  terminates    ot    i4  but   sometimes 
ont   -lues   to    17 


Technical  ond  professional  schools 


Continuation 
schools 


idu>strial 
school  s 


Trade 
schools 


Womens 
ormol 


Pracliice    as 
trial'  candidates 


G-overneeses 
normal 


Tr 


itionol 


ii IS a la la ia n u u a a  ^ 


Girls    middle     schools 


Secondary    but   not 
officioHy    recoqnited 


Girls     higher    schools 


The  government  re-' 
fused  to  grant  the  girls  gymnasiurn  ot  Breslao 
the  privilege  possessed  by  gymnasia  for  boys, 
vii,  the  certificote  odmittmg  to  the  universities, 
the  minister  of  public  instruction  saying  in 
1896  that  the  government  intended  university 
study  for  women  to  be  the  except  lOn  ,  not  the 
rule  The  course  vones  widely   ond  is  not  yet  successfully  established 

Teachers    seminaries    m    Berlin  ond  Gottmgen 


Gymnasia 


Teochers 
doss 


Secondory 


U2 li 1£ 


Superior    ^ ^ ij__ia 2  5    ?fi 


Full  clossicol  leoding 
to  all  faculties  of  the 
university 

r 

Lotin^no  Greek,  leod 
ing  to  notorol  science 
modern  language  ond 
mathematics  of  the 
phi  losophicol  faculty 


I  in  ijs. 


Yl  '  Y  'Erillb'lIIo  :IIblIIa  jib  lla 


No  Latinor  Greek 
leading   to    natural 
science    and  mathemat- 
ics of  the  philosophicol 


Vorschulen 
the  spec- 
ial prepar- 
atory class 

or  the 

ordi nary 

peoples 

schools 


Gvrnna&ia' 


Real-  gynnnosia ' 


Higher  real-schools  ' 


Progymnasici 


Real-progymnas.a 


Real  -  schools 


focuUy 


Odmits  to  the   next  doss  in  the   gymnasiurn 

real- gymno Slum 
hioher  reol-school 
Minimum    course   fora  degree 
Teochers   seminaries  connected  with    schools, 
gymnasia   and    universities 
Chemnitt  technical  school     Saxony 


Dentistry 


Faculties  of  the  university 


Philosophy      theology, 
I  c^  w  rr^ed  ic  i  ne 


Phi  losophy 


Theology 


Low 


Medicine 


Veteri  nary 
medicine 


Pharmacy 


Secondary 
dust  rial 


Poly  technica 


( Kcprodiued  liy  pennission  of  the  aiitlior  from   julvanceil  sheets  of  <a  work  on  Professional 
Editcalion   in   Foreign  Countries,   \i\    iliiny  L.  Taylor,  Albany,  N.   Y. ) 


239  THE    XI\I-JTI:EXTH    CEXTURY   IX    GERMANY. 

2  The   thirteen   Pi-ovincial    School-Boards    [Provincial   ScJndcollegien]. 

(L.  Seeley,  eh.  viii.) 
a  Organization  and  duties, 
b  The  Examination  Commission  [Wissenschaftliche  Priifungs-Com- 

mission] . 
c  The  supervision  of  religious  instruction. 

3  The  Government  School  Boards  [Kegierungen;  division  of  a  province]. 

(L.  Seeley,  eh.  ix.) 
a  Purpose  and  duties. 

1)  The  Ministerial  Regulations  of  October  15,  1872.    (See  above, 

III,  2,  d,  l),b)0 

2)  Ministerial  decrees.      (Pogge.) 

4  The  District  School  Boards  [Kreissckulmspektoren].      (Parsons,  5-6, 

67-74;  L.  Seeley,  ch.  x.) 
a  Nature  of  and  duties. 

5  The  Local  School  Boards  [Schiddepniations] .     (L.  Seeley,  ch.  xi.) 

a  Organization  and  powers. 

6  Comparison  with  America. 

VI  SOME    PROMINENT    FEATURES    OF    THE    GERMAN    SCHOOL 
SYSTEM.     (Bolton,  ch.  vi.) 

1  Compulsory  education.      (Kerchove  d'Exaerde;  L.  Seeley,  ch.  xii;  Rep. 

U.  S.  Com.  Educ,  1898-1899,  I,  147-164.) 

2  Religious  instruction.      (Parsons;  Russell,  ch.  xi:  L.  Seeley,  ch.  xvii.) 

3  Preparation  of  teachers;  tenure;  pensions.      (Parsons;  f Prince;  Rus- 

sell, chs.  xviii,  xix,  Appendix  E;  L.  Seeley,  chs.  xxiii,  xxiv.) 

4  Centralization.      (Parsons.) 


24:0  THE    XiyETEENTE    CEyiTEY   IN    GERMANY. 

VII  REFERENCES. 

1  Important  Sources  and  Secondary  Authorities  relating  to  the  historical  develop- 

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Bache,  a.  D.     Reports  on  Education  in  Europe  [1839]. 

Barxaed,  Henry.     Public  Education  in  Germany  in  the  19th  Century  j  in  Bar- 
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Barnard,  Henry.     History  of  Public  Instruction  in  Prussia;  in  Barnard's  Jr., 
XX,  360-434. 
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Conrad,  Dr.  J.     The  German  Universities  for  the  Last  Fifty  Years  [1885]. 

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Donaldson,  Jas.     Lectures  on  the  History  of  Education  in  Prussia  and  England. 

Dreytus-Brisac,  Edmond.     The  University  of  Bonn. 
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Freytag,  Gustav.     Pictures  of  German  Life. 

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Perry,  E.  D.     The  Universities  of  Germany;  in  Educ.  Rev.,  VII,  207-231. 
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Seeley,  J.  R.     Life  and  Times  of  Stein,  I  and  II.     3  Vols. 

Stowe,  Cala^n  E.     Report  on  the  Primary  Schools  of  Germany  [1839] ;  in  Bar- 
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Wagner,  A.  H.  G.     Die  Enwickehing  der  Universitat  Berlin,  1810-1896. 

2  Sources  and  Secondary  Authorities  relating  to  a  few  men  whose  work  has  largely 

inflvienced  German  education  during  the  present  century. 
Adamson,  Robt.     Fichte. 
Bartels,  Dr.  Fr.     Dr.  WiUielm  Harnisch's  Handhuch  fiir  das  deutsche  Volks- 

schuluesen.      {Bihl.  Pad.  Klass.,  Vol.  XXXII.) 
Cassell,  Henry.     Adolf  Diesterweg;  in  Educ.  Rev.,  I,  345-356. 
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IV,  343-358. 
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des  deutschen  Volksschullehrerstandes. 


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Ku  iiTKR.  Kaul.     Adolf  Dirslcnccc/;  iiach  sciiicm  Lehvn   und  Wcrhcn  zur  Juhel- 

fcicr  seines  huttdertjiihrigen  Ceburtstayes. 
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selnihrrNen  iiii  lUten  Jahrhuttdcrt. 
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242 


THE    NINETEENTH    CENTURY   IN    GERMANY. 


Perry,  Chas.  C.     Reports  on  German  Elementary  Schools  and  Training  Colleges. 
PoGGE,  Herr.     Die  ncuen  preuszischen  Volksschulgesetze:  zusammengestellt  und 

erlantcrt. 
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Germany. 
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tREiN,  W.     xim  Ende  der  Schidreform? 


Reps.  U.  S.  Com.  Educ.     Reports  of  U.  S.  Commissioner  of  Education,  Vol.  I  of  each  year, 

as  follows: 


Title  of  the  article. 

Comparison  of  the  schools  of  Germany,  France,  and  the 
United  States;  good  diagrams;  courses  of  study 
graphically  represented 

Middle  and  intermediate  schools  of  Prussia 

The  schools  of  the  Kingdom  of  Saxony;  economic  develop- 
ment of  Saxony,  and  educational  progress 

Higher  schools  of  Prussia;  the  agitation  for  reform;  the 
Berlin  Conference  of  December,  1890;  the  Emperor's 
address  and  the  proceedings  in  full;  subsequent  pro- 
ceedings   

Brief  Aiew  of  the  schools  of  Austro-Hungary 

Brief  statement  of  the  school  system  of  Prussia 

Training  of  teachers  in  Germany,  Austria  and  Switzer- 
land;  the  Swiss  school  system 

German  Universities — -history  and  present  status 

The  schools  of  Bavaria 

Results  of  Prussian  common-school  statistics  discussed; 
common-school  teachers  of  Prussia 

Development  of  the  common-school  system  of  Berlin 

The  new  education  in  Germany;  is  German  pedagogy  in 
a  state  of  decomposition;  supplementary  and  indus- 
trial schools  of  Germany;  rural  and  ungraded  schools 
of  Germany;  comparative  review  of  courses  of  in- 
struction in  sixteen  German  cities;  normal  schools 
of  Switzerland;  national  features  of  female  educa- 
tion; education  in  the  Grand  Duchy  of  Luxemburg.  . 

Public  industrial  education  in  Berlin;  salaries  of  ele- 
mentary teachers  in  Germany  and  Austria 

Educational  thought  in  Central  Europe:  Special  schools 
for  defectives;  school  savings  banks;  attendance  at 
boys'  high  schools  in  Prussia;  manual  training  in  Ger- 
many ;    statistics 

History  of  the  German  School  System   (See  Xohle) 

Progress  of  elementary  schools  in  Prussia,  1886-1890..  .  . 

School  attendance  and  compulsory  education  in  Europe.. 

Preparation  of  normal-school  teachers  in  Prussia;  Fed- 
eral aid  for  elementary  schools  in  Switzerland;  his- 
tory of  secondary  schools  in  Hungary;  seventy  years 
of  attendance  at  the  German  luiiversities 

Educational  thought  in  Central  Europe:  Statistics; 
scliools  of  Berlin;  expenditures  for  education;  medi- 
cal inspection;  secondary  education;  defectives;  in- 
dustrial and  commercial  schools  of  Hungary;  cor- 
poral punisliment  in  Prussia;  Baroness  von  Biilow 
and    kindergartens 


Report. 

Pages. 

1888-1889 
1889-1890 

32-77 
281-292 

1889-1890 

299-312 

1889-1890 
1889-1890 
1889-1890 

314-407 
419-4.54 
455-464 

1891-1892 
1891-1892 
1892-1893 

139-196 
247-368 
323-336 

1893-1894 
,  1893-1894 

20G-244 
24.)-297 

1894-1895 
1895-1896 


1896-1897 
1897-1898 
1898-1899 
1898-1899 


1898-1899 


1899-1900 


322-485 
138-164 


126-206 

3-82 
125-147 
147-104 


201-203 


721-894 


TUK    SiyETEESTIl    CESTUI     IS    O/^/M/lM. 

Ri  ssELL,  Jas.  E.     German  lUghcv  fchooh. 

*Sai.ler,  M.  E.     The  Rcalsehulen  in  Berlin;   in  Enylish  Educ.  Dcpt.  hpccuil  he- 
ports,  I,  375-434.  _       . 
tSAULEK,  M.  E.     The  01.enealschul..u  vi  Prussia;  in  En.jlish  Edue.  Dept.  t^pccut 
Reports,  I,  435-4li!.».                                                                                          ■      ^,   „ 
*Sallwukk,  E.  von.     Contemporary  Educational  Thou^^ht  in  Germany;  in  Educ. 
Rev.,  V,  313-324. 
SoNNENSCHEiN,  A.     Educaiiomtl  Codes  of  Foreiyn  Countries. 
Stotzner,   Dr.   Paul.     Das   offentliche    Unterrkhtsuesen   Deutschlands   m   der 

Gegenicart. 
TiiiERGEN,  Oscar.     The  Struggle  for  Equality  of  Rights  between  the  German 

Gymnasium  and  the  Realgymnasium;  in  Sch.  Rev.,  X,  243-248. 
TvvKNTYMAX,  A.  E.  (Traus.).    The  Prussian  Elementary  School  Code;  in  English 

Educ.  Dept.  Special  Reports,  I,  470-480. 
ViERECK,  L.     Reform  of  Secondary  Education  in  Germany;  in  Educ.  Rev.,  XX, 

170-183. 
Ware,  Fabian.     Educational  Foundations  of  Trade  and  Industry. 
Wood'  Henry.     The  Results  of  the  Prussian  Commission  [1890]  on  School  Re- 
'  form;  in  Educ.  Rev.,  I,  273-270. 
5  For  additional  bibliography  .see  the  last  page  of  each  chapter  in  Russell,  and  the 
Library  Catalogue  of  Columbia  University. 


XXXVIII     EDUCATION    IN    FRANCE   IN  THE 
NINETEENTH    CENTURY. 

(Barnard's  Jr.,  XX,  217-332;   """Compayre,  cli.  xxi ;   JCompayre,  II,  bk.  vii;   Fayet;   Ville  de 

Paris,  ch.  i.) 

I  UNDER  THE  CONSULATE  AND  THE  FIRST  EMPIRE  [1799-1814]. 
(Arnold  ch.  v;  Liard,  II,  1-124;  *Teegan,  ch.  ii.) 

1  The  School-Inquiry  of  1801. 

a  The  lack  of  provision  for  education  reported. 

2  Napoleon's  Law  of  May  1,  1802,  organizing  instruction  in  the  State 

and  providing  for: — (Beauchamp,  I,   81-87;   for  debate  on  see 
Beauchamp,  I,  63-81;  Greard,  I;  Liard,  I,  1-64.) 
a  Re-enactment  of  the  provisions  of  the  law  of  1795  regarding  prim- 
ary education.     (Syllabus,  p.  198.) 
b  Reorganization  of   secondary   education.       (Barnard's   Jr.,   XX, 
293-322.) 

1)  Formation  of  the  Lycees. 

a)  Nature  of  these. 

b)  For  whom  intended. 

c)  Subjects  taught.     (ffMin.  Publ.  Instr.,  412-416.) 

d)  Number  and  attendance. 

Year 1809  1811  1813  1829  1847  1866 

Lycees   35  36  36  36  54  74 

Pupils 9,068  10,926  14,492  15,087  23,207  34,442 

Free  pupils 4,199  4,008  3,500  1,600 

(Table  compiled  from  statements  made  in  Barnard,  and  Rep. 
U.  S.  Com.  Educ.) 

2)  Secondary  schools  [Communal  Colleges]. 

a)  Difference  between  these  and  the  Lycees  in  instruction 

given  and  in  the  manner  of  support. 

b)  Number  and  attendance. 

Year 1809        1815        1830        1849        1855        1866 

Colleges    273  323  332  306  244  251^ 

Pupils 18,507     19,320     27,308     31,706     32,500     33,038 

(Table  compiled  from  the  same  sources  as  the  preceding. 
'Between   1850  and   1866  eighteen  communal   colleges  were  changed  into  Lycees. 

244 


245  THE   NINETEENTH    CEMURY  IN    FRANCE. 

c  The  special  schools  for  higher  education,  medical  education,  and 
certain  teclinical  institutions.  (Barnard's  Jr.,  XXI,  401- 
606  ;  Beauehamp,  I,  93-109.) 

3  The  University  of  France  created  by  the  Law  of  May  10,  1806;  organ- 

ized in  1808.      (Beauehamp,  I,  156,  171-201;  Greard,  I;  Grimaud, 

pt.  2,  ch.  i;  *Teegan,  ch.  vii.) 
a  Nature  of  the  new  imperial  university.      (;I:;]:Min.  Publ.  Instr.,  13- 

15,  51-55.) 
b  Branches, 
c  Supervisory  powers. 
d  The  old  universities  changed  to  groups  of  faculties. 

1)  Chief  Avork  the  conferring  of  degrees. 

a)   Paris  the  one  exception. 

2)  Practically  no  change  until  after  1875. 

e  Subsequent  history  of  the  University.  (§Min.  Publ.  Instr.,' 
15-50.) 

1815  Grand  Master  and  Council  replaced  by  a  Commissioner  of  Public 

Instruction. 
1824  Became  a  Ministerial  Department. 
1833  Special  budget  suppressed. 
1850  Property  annexed  by  the  State.      (§Min.  Publ.  Instr.,  22-30.) 

4  The  University  and  primary  education.     (Barnard's  Jr.,  IX,  381-390; 

XI,  254-260 ;  XX,  255-261. ) 
a  Condition  of  elementary  education  in  1808  compared  with  1801. 
b  Subjects  and  nature  of  instruction  prescribed, 
c  Classes  in  the  higher  schools  for  the  training  of  primary  masters, 
d  The  Brethren  of  the  Christian  Schools  especially  favored. 

5  The  Superior  Normal  School  of  France  re-established  [1808]. 

a  Its  history.  (Barnard's  Jr.,  XX,  239-244 ;  Buisson,  Pt.  1,  tome  II, 
2058-2073;  Ecole  normale,  210-251;  Greard,  I;  Jacoulet, 
375-393.) 

b  Under  the  Restoration  twelve  additional  normal  schools  were 
established. 


II  UNDER  THE  RESTORATION  [1814-1830].  (Arnold,  ch.  vi;  Grimaud, 
pt.  3;  Liard,  II,  bk.  iv;  *Min.  Publ.  Instr.,  1-5;  fMin.  Publ.  Instr., 
10-15;  *Teegan,  ch.  iii.) 

1  The  Ordinance  of  1816,  a  forerunner  of  the  Law  of  1833,     (Barnard's 
Jr.,  IX,  381-390;  Buisson,  Pt.  1,  tome  II,  1681-1682;  Greard,  I.) 


246  THE    MXETEEXTH    CEXTURY   IN    FRANCE. 

a  Small   treasury   grant,    about   $10,000   yearly,    for   school   books, 
model-schools,  and  deserving  teachers. 
1)   This  sum  doubled  in  1829. 
b  Cantonal  committees, 
c  Certificates  on  examination. 

2  The  Church  again  obtained  control  of  elementary  education.     (X,  eh. 

ii.) 
a  The  Brethren  of  the  Christian  Schools  asserted  their  independence, 
b  Commission  of  Public  Instruction  decided  that  the  Brethren  should 
be  certificated  on  presentation  of  their  letter  of  obedience 
[1818]. 
c  Cantonal  committees  remodeled  so  as  to   give  the  bishops  and 
other  clergy  entire  control  of  Catholic  primary  schools  [1824]. 
d  Other  teaching  congregations  authorized  [1821-1826]. 
e  Bad  results  following  Church  control. 

3  Status  of  elementary  education  at  the  close  of  this  period. 

a  Communal  schools  thus  far  established. 

1)   Character  of  the   schools,   school-houses,   teachers,   and   in- 
struction, 
b  Guizot's  examination  into  the  condition  of  elementary  education 
in  1833. 
1)   The  conditions  revealed. 

4  Lycees   and  Communal   Colleges  practically   unchanged   during   this 

period. 
a  Lycees  known  as  Royal  Colleges  [1815-18481. 
b  Annual  subsidy  of  812,000  fr.  granted  by  the  State  to  the  Lycees 
[1817] .     By  1847  this  had  increased  to  1,500,000  fr. 

Ill  UNDER  THE  MONARCHY  OF  JULY  [1830-1848].  (Arnold,  ch.  vii 
Barnard's  Jr.,  IX,  381-390;  *Compayre,  ch.  xxi;  Grimaud,  pt.  4 
Liard,  II,  bk.  v;  *Min.  Publ.  Instr.,  5-8;  fMin.  Publ.  Instr.,  15-25 
*Teegan,  ch.  iv.) 

1  The  new  monarch.y  supported  by  the  leading  thinkers  of  the  time. 

2  The  problem  of  providing  a  real  system  of  popular  education  at  once 

received  attention. 

a  Ecclesiastical  control  of  communal  committees  overthrown  [1830]. 

b  p]xemptions  from  examinations  for  the  teacher's  certificate  abol- 
ished  [1831]. 

c  Thirty  new  lu  i-mal  schools  created  [1831-1833].  (Jacoulet,  393- 
414.) 

d  Treasury  grant  for  primary  education  increased. 

e  The  Law  of  June  28,  1833.      (See  below.) 


247  TEE    yiXETEEXTH    CEXTIRY   IX    ERAXCE. 

f  First  State  grant  for  infant  schools  [1840].  Growth  of  infant 
schools.  [Salles  cVasile  to  1881;  Ecoles  matemeUc  since 
1881.]  (Matrat;  *Min.  Publ.  Instr.,  199-208,  for  history  of 
the  schools;  Ville  de  Paris,  ch.  ii.) 

Year 1827      1837      1840       1843       1846       1850       18G3       1897 

Schools    1        251        555      1,489      1,861      1,735      3,308      5,683 

(Compiled  from  statements  in  Arnold,   and  a  table  in  *]\lin.  Publ. 
Instr.,  235. ) 

g  Continuation  classes  for  adults  authorized  [1836].  [First  begun 
in  Paris  in  1820;  made  a  part  of  the  public  school  system  in 
1867.] 

Year    1837  1840  1843  1848 

Classes    1,856  3,403  6,434  6,877 

Adults  enrolled 36,965  95,064       115,164 

(Compiled  from  statements  in  Arnold  and  in  Barnard's  Jr.) 

IV  THE  LAW  OF  1833. 

1  This  law  the  foundation  of  the  French  national  system  of  education. 

a  The  law  in  full.  (Arnold,  243-253  :  Buisson,  Pt.  1,  tome  II,  1684- 
1686;  Greard,  II.) 

2  Nature  of  the  ncAV  law.      (Arnold,  ch.  viii ;  Barnard's  Jr.,  XI,  244,  253 ; 

same  art.  in  XX,  244,  253 ;  *Compayre,  ch.  xxi ;  Grimaud,  240- 

247;  *Musee  Ped.,  1-16.) 
a  Recommendation  changed  to  obligation. 
b  Nature  of  the  schools  provided  for. 

1)  The  elementary,  or  lower  primary. 

2)  The    superior,    or    advanced    primary.        [Middle    schools; 

-primaire  superieur. ] 

a)  For  what  class  needed. 

b)  These  made  little  progress  until  1878,  when  State  aid 

was  given.      (For  history  of,  see  Morant,  337-367;  and 
*Musee  Ped.,  No.  16,  pp.  6-23.) 

3)  Freedom  in  religious  instruction  guaranteed. 

c  Every  Connnuue  to  have  its  own  or  a  joint-communal  school. 

1)   Tuition  fees:  admission  of  indigents. 
d  Private  schools,  having  a  certificated  teacher,  free  to  compete  with 

the  State  Schools. 
e  Support  of  schools. 

1)   Communal  maintenance, 
a)  Taxes.    Tuition  fees. 


24:8  TEE    yiyETEEMH    CEMl  BY   IX    FBAyCE. 

2)  Departineiit  assistance. 

3)  Xatioual  Treas\iiy  assistance. 
f  Teachers. 

1)  Home.    Salary.    Fees.    Pensions. 

2)  Certificates  compulsory. 
g  Supervision  of  the  schools. 

1)  The  Communal  Committee. 

2)  The  District  [Arrondissemoit]  Committee. 

3)  State  School  Inspect oi-s. 

3  The  provisions  of  the  law  in  part  extended  to  girls"  schools  [1S36]. 

Y  RESISTS  OF  THE  LAAY  OF  1S33.     (.Bache:  Barnard's  Jr..  IX,  3S1- 
390;  Petit,  7-19.^ 

1  Increase  in  schools,  pupils  enrolled,  and  expenditure  for  elementary 

education. 

2  The  work  of  Guizot  as  ^linister  of  Public  Instruction.     (Barnard's  Jr., 

XI.  254-2S1:  XX.  253-280.) 
a  His  efforts  to  create  favorable  public  opinion, 
b  His  circular  to  the  teachers  of  France.     (Barnard's  Jr..  XI.  279- 

281;  XX.  27^^280:  fMusee  Ped.,  No.  33,  pp.  17-23.) 
c  His  great  work  in  behalf  of  elementaiy  education. 

YI  UNDER  THE  REPL^LIC  [1848-1852]  ANT)  THE  SECONT)  EMPIRE 
[1852-1870].  (Barnard's  Jr.,  XX,  281-292:  Constant  for  laws 
and  decrees:  Grimaud,  377— i38;  Liard,  II,  bks.  vi,  vii:  *]Min. 
Publ.  Instr..  9-15:  Olin.  Publ.  Instr..  25-28:  *Teegan,  ch.  v.) 

1  Primary  education. 

a  The  Sub-commission  on  Primary  Education  of  1848  and  its  Re- 
port. 

1)  Opposition  to  State  primaiy  schools. 

2)  Religious  instruction  favored. 

b  The  Law  of  :March  15.  1850.  and  the  decrees  of  1852  and  1854. 
(Buisson.  Pt.  1,  tome  II.  1687-1697;  Greard,  II,  1st  Ed.; 
Grimaud.  385-438.) 

1)  Changes  in  the  Law  of  1833. 

a)   Communal  control. 

2)  "Liberty  of  instruction"  made  stiU  broader. 

a)  Number   of   primary-    schools    controlled 
societies.     ( Arnold. ) 

Year   1S50 

Schools 6.464 


by    r( 

?ligious 

1S62 

1864 

10,862 

11,391 

249 


THE    NINETEENTH    CENTURY  IN   FRANCE. 


3)  Way  opened  for  the  competition  and 

opposition   of   private   establish- 
ments. 

4)  Free   instruction   proposed  but   re- 

jected [1850,  1863]. 

a)  Free  instruction   for  indigents 

made  easier  to  obtain. 

b)  Percentage    who    received    free 

tuition.      ( Barnard. ) 

Year ISoO         1852         1864 

In    Communal    Schools So';',  40%  38% 

In   Religious    Schools 56% 

2  Great  encouragement  of  adult  schools  [1863- 

1868].      (Collignon:  *Musee  Ped.,  No.  16, 

pp.  6-23.) 
a  Incorporated  into  the  State  school  system 

[1867]. 
b  State  grants  for  adult  schools. 

Year    1867.  1868. 

Grant   160,000  f r.     500,000  fr. 

3  Reorganization  of  the  normal  school  system. 

(Buisson,    Pt.    1.    tome    II,    2058-2073; 

Jacoulet,  414-426.) 
a  Objections  and  antagonisms, 
b  "Pupil  teacher"  system  introduced, 
c  Emphasis  placed  on  science  and  agricul- 
ture. 

4  Secondary  education. 

a  Development  of  the  Lycees  and  Communal 
Colleges  since  1802.      (Barnard's  Jr., 
XX,   293-322;    ffMin.   Pul)].   Instr., 
1887,  412^16.) 
1)  First  State  grant  to  Communal  Col- 
leges [1845]. 
h  Tlie  struggle  between  the  sciences  and  the 
humanities. 


The  Progress  of  Primary  Eduea 
France,  as  shown  by  the  reductior 
percentage  of  Illiteracy  among  arc 
scripts,  and  among  persons  signi 
marriage  records.  (Calculated  1 
chart  given  in  Stntistkjuc  de  /'cn.sv 
primairc,  VI,  1896-1897,  p.  clxvii. ) 


Years. 

Army 

Marriage  R( 

Conscripts, 

Men.   W 

1790  ... 

bS.O^ 

1827.... 

bSM 

1828.... 

.54.7 

1829  ... 

.53  5 

1833.... 

47.S 

' 

18:M  ... 

47.5 

1835  ... 

46.5 

1836  ... 

45.3 

1837... 

44.8 

1838  ... 

42.8 

1839  ... 

42.7 

1840  ... 

42.8 

1841  ... 

41.7 

1 

1842  ... 

41.3 

1843  ... 

40.0 

1844  ... 

39.0 

184.T.... 

37.8 

1846  ... 

36.8 

1847  ... 

35.8 

1S48  ... 

35  8 

1849  ... 

.36.0 

! 

18.')0  ... 

35.7 

1 

1851... 

35.0 

1 

1852  ... 

34.5 

18o3  ... 

34.0 

1854  ... 

33.7 

8I.O5J 

18.55  ... 

.33.7 

32.0 

1856  ... 

32.8 

31.3 

1857.... 

31.7 

31.0 

1858.... 

31.5 

31.0 

1859 

30.3 

30.7 

1860  .. 

30.0 

30.4 

1861  ... 

29.1 

29.4 

1862  .. 

28.2 

28.5 

1863  ... 

27.3 

27.8 

1864... 

25.8 

27  7 

1865.... 

24.4 

27.5 

1866  .. 

23.0 

25.9 

1867 .... 

20.8 

24.3 

1868 .... 

19.8 

24.0 

1869  ... 

24.5 

1870... 

26.8 

1871.... 

19.7 

26.3 

1872  ... 

19.1 

22.8 

1873  ... 

18.0 

21.8 

1874.... 

16.5 

21.3 

1875  ... 

16.0 

20  0 

1876  .. 

16.4 

19.0 

1877  .. 

15.0 

18  5 

1878  ... 

15.2 

17.0 

1879  ... 

14.9 

16  7 

1880  ... 

"14.4 

16.1 

1881  .. 

14.0 

15.7 

1882  . . . 

13.2 

14.8 

1883.... 

12.5 

14.5 

1884  ... 

11.8 

14.0 

1885  ... 

11.5 

13.0 

18S(i .... 

10.3 

12.0 

1887  ... 

10.2 

11.0 

1888  ... 

9.8 

10.8 

1889  ... 

8.7 

9.3 

1890  ... 

7.S 

8.7 

1891  ... 

7.7 

8.9 

1,892  ... 

6.9 

89 

1893  ... 

6.0 

7.9 

1894  .. 

.5.9 

7.0 

1895  ... 

.5.8 

6.3 

1896  ... 

5.3 

5.8 

1897  .. 

5.1 

1898  ... 

1899... 

1900  ... 

250  TEE    NIXETEEXTH    CENTURY   IN    FRANCE. 

1)  Dnniy's  Decree  of  1865,  establishing-  a  special  course,  co- 

ordinated M'ith  the  primary  schools. 

2)  Durny's  baccalaureate  in  science. 

VII  UNDER  THE  THIRD  REPUBLIC  [SINCE  1870].  (For  Laws,  see 
Bnisson,  Pt.  1,  tome  II,  1697-1706,  3030-3038.  Also  see  articles 
Decrets  and  Circulaires  in  Bnisson,  Pt.  1,  tome  I.  Also  see 
Constant  for  laws  and  decrees  [1850-1890].  Also  Duruy;  Grim- 
aud,  periods  5  and  6 ;  Liard,  II,  bk.  viii ;  Marion ;  *Min.  Publ. 
Instr.,  15-45,  199-232;  fMin.  Publ.  Instr.,  28-45;  Pecault;  Ville 
de  Paris,  ch.  iv,  pts.  1-2.) 

1  Various  plans  for  nationalizing  education  discussed  [1871-1875]. 

2  Primary  liducation.     (Carrive  for  all  laws,  decrees,  and  circulars  from 

1874-1889 :  *Martel ;  *Teegan.  ch.  vi.) 

1878  State  aid  granted  to  superior  primary  schools.     These  increased  from 

forty  in  1878  to  two  hundred  twenty-six  in  1887. 
1878-1888  Advances  to  the  Communes  [$105,517,290],  resulting  in  the  erec- 
tion or  repair  of  more  than  twenty  thousand  schoolhouses.      (Petit.) 

1879  Normal  schools  for  women  provided  in  every  Department.      (Beaussire, 

297-312:   Jacoulet,  426-434:  Martin.) 

1880  Organization  of  manual  and  higher  technical  instruction  schools.      [Law 

of  Dec.  11.]      (fMartel:  Morant,  337-367:  digest  of  the  Uxw  in  Rep. 
U.  S.  Com.  Educ,  1897-1898,  I,  709-712.) 

1881  Primary  instruction  made  free.      [Law  of  June  10.]      Superior  primary 

included  as  a  part  of  the  State's  free  system.      All  teachers  required 
to    hold    a    State    certificate.        (Beaussire,    312-325;     Benoit-Levy 
et  Bocande,  85-135;  fC-cmpi^yie,  pt.  2,  ch.  ii ;  Grimaud,  569-585.) 
1881—1887  Maternal  scliools  and  infant  schools  incorporated  into  the  State 
system.       ( '■Min.   Publ.  Instr.,  215-232.) 

1882  Primary  instruction  made  compulsory.      [Law  of  Mch.  28.]     (Beaussire, 

325-344;   Benoit-Levy  et  Bocande,   11-84;   fCompayre,  pt.  2,  ch.  i; 
Dreyfus-Brisac. ) 

1884  Every  community  authorized  to  establish  classes  for  adults,  the  State 

paying  half  the  expense.       (Rep.   U.   S.   Com.   Educ,   1894-1895,   I, 
298-303.) 

1885  Proportions  of  State  aid  to  communal  schools  fixed.      [Law  of  June  20.] 

(Petit.  30-44.) 

1886  After  1891  all  primary  teachers  to  be  lay  teachers.      [Law  of  Oct.  30.] 

First   complete   State   organization   of   higher   primary   schools   and 
courses.       (Digest   of   law.   Rep.   U.    S.    Com.   Educ,    1885-1886,   p. 
739-740.) 
1889  Salaries  of  teachers  determined  [Law  of  July  19]  ;   increased  in  1893. 
(Carrive,  635-649;  *Min.  Publ.  Instr.) 

1892  Creation  of  evoles  pratiques  dc  coinnicrcc  et  (rindustrie. 

1893  Re-classification    and    new    regulations    for    higher    primary    schools. 

Great   increase  in  practical   and  technical   instruction. 


251 


THE    yiXETEEXTH    CEXTURY   IN    FRAXCE. 


1895  Congress  held  to  consider  the  improvement  of  adult  instruction.  Great 
improvement  in  these  schools  since  1895.  (Rep.  U.  S.  Com.  Edu., 
1894-1895,  1,  298-303;  1898-1899,  I,  1103-1106.) 

Year   1894-95         1895-96         1S9G-97         1897-98 

Students    8,288  15,778  24,528  30,368 

1900  Congress  on  Primary  Education.  (Rep.  U.  S.  Com.  Educ,  1899-1900, 
II,  17J29-1732.) 

Table  showing  the  percentages  contributed  by  the  Commmies,  Departments,  and  the  State 
toward  the  support  of  Primary  Education.  (Compiled  from  Parsons,  pp.  16-17,  and  Rep. 
U.  8.  Com.  Educ,  1899-1900,  II,  p.  1721.) 


Proportion  Contributed  by  the 

State.              ;       Departments. 

Communes. 

1867 
1877 
1881-S2 
1886-87 
1891-92 
1896-97 

15. 30?^ 

24  60 

6G.2.5 

48.80 

67.60 

67.02 

16,605« 
18.00 
13.22 
10..50 

68.10% 

.57.40 

20..5:^ 

40  90 

32.40 

32.98 

3  Secondary  Education.      (Dnruy,  199-252.) 

1880  Law  creating  Lycees  and  colleges  for  Avomen  adopted.      Repeal  of  the 

Duruy  Special  Course  Decree  of  1865.      Agitation  for  reform  along 

the  line  of  greater  flexibility. 
1896  Congress  of  Secondary  Professors  inaugurated. 
1899  Report   of   the   Ribot    Commission    on    Secondary    Education.        (Rep. 

U.  S.  Com.  Educ,  1898-1899,  I,  1107-1138.) 

The  Sources  of  Support  of  Secondary  Schools. 
(From  tables  in  Statistique  dc  renscic/nement  secondaire,  1876,  p.  cix,  1887, 

p.  cv.) 

Year.       Total  Expense.  State.         Depts.       Communes.    Families. 

1876    .  .  75,022,784fr.  04c.        7.0%  0.6%  5.6%  86.8% 

1887    ..74,459,246fr.  74c.      18.6%  0.9%  8.5%  74.0% 

4  Reorganization  of  the  Universities.      (For  laws  and  decrees  see  Beau- 

champ,  III,  IV,  V;  Duruy,  253-300;  §Min.  Publ.  Instr.;  Rep.  U. 
S.  Com.  Educ,  1891-1892,  I,  76-92;  1896-1897,  I,  33-38;  1899- 
1900,  II,  1726-1729.) 

1870-1888  State  appropriation  quadrupled. 

1875  "  Liberty  of  instruction  "  extended  to  university  work.  [Law  of  July 
12.]  (Beauchamp,  12-17;  Beaussire,  238-258;  Duruj-,  ch.  i;  Grim- 
aud,  485-504.)      Private  faculties  and  schools  organized. 

1885  Decrees  permitting  the  faculties  to  hold  property  and  to  organize  a 
governing  council. 

1885-1890  Great  development  of  the  lifteen  State  Universities. 

1896-1897  Title  of  LTniversity  restored  and  complete  reorganization  pro- 
vided for.  Universities  opened  to  foreign  students.  Special 
doctorate  in.stitutcd.  (§Compayre;  Rep.  I".  S.  Com.  Educ,  1894- 
1895,   I,   305-312;    1895-1896,   1,   620-684;    1897-1898,   1,-749-759.) 


252 


THE    NINETEENTH    CENTURY  IN    FRANCE. 


The  Progress  of  Primary  Education  in  France. 


(Compiled  from  statistical  tables  given  in  Statistique  de  I'en 

seignement 

primaire, 

[I  [1829-18771,  pp.  Ivi,  Ixxiv, 

cxii,  and  cxcv ;  and  the  Hep.  U. 

S.  Com.  Educ,  1899-1900,  11,  pp.  1 

718  and  1721.) 

Number  of 

Number  of  Schools 
per  100 

Percen- 
tage 

Number 
of  School 

Number 
of  pupils 

Expenditure 
Der 

Expenditure  per 

Capita  of  the 

Population 

Year. 

Pupils  in 
Primary 

Inhabitants. 

of  Com- 
munes 

Houses 
Owned 

Enrolled 
per  100 

Pupil  Enrolled  in 

the  Primary 

Schools. 

for 

Schools. 

Of  all 
Kinds. 

Public 
Schools. 

without 
a  School. 

by  the 
Communes. 

Inhabi- 
tants. 

Primary  Schools. 

Per  cent. 

1826 

1,116,777' 

1829 

1,357,934 

4.17 

1832 

1,937,582 

1.0 

5.96 

1833 

.   5.08 

1834 

1.1 

10,500 

fr.  c. 

1837 

2,090,035 

5.7 

1.4 

15.2 

14,000 

7.52 

4.43 

$  .88 

1840 

2,896,934 

6.2 

1.7 

17,500 

8.64 

4.46 

.89   . 

1843 

3,164,297 

7.5 

2.5 

23,.500 

9.24 

1847 

3,530,135 

7.8 

2.4 

8.7 

24,000 

9.97 

1850 

3,322,423 

7.9 

2.7 

7.3 

28,000 

9  67 

4.73 

.95 

1861 

4,286,641 

2.7 

11.47 

1863 

4.336.368 

8.4 

4.0 

37,000 

11.60 

9.47 

1.89 

1866 

4,515,967 

1.7 

11.65 

9.91 

1.95 

1872 

4,722,754 

11.86 

14.65 

2.93 

1875 

4,809,728 

13.03 

1876 

13.29 

17.83 

3.57 

1877 

(4,716,935 

{•° 

f  13.33 

/ 18.76 
t  23.452 

f3.75 
t4.69 

fr.  c. 

1877= 

2.55 

8  .51 

1881-82 

5,341,211 

.4 

30.25 

6.05 

3.51 

.70 

1886-87 

5,596,919* 

.2 

14.64 

34.85 

6.97 

4.52 

.90 

1891-92 

5,556,470 

.13 

14.46 

39.26 

7.85 

4.82 

.96 

1896-97 

5,531.418 

.13 

14.36 

46.00 

9.20 

5.55 

1.11 

1901-02 

'  From  a  Report  by  Baron  Ch.  Dupin. 

=  Infant  schools  included  in  this  and  the  following  calculations,  as  to  cost,  but  not  in  percentage  enrolled. 

3  Fifty  communes  in  1891-92  and  48  in  1896-97,  six  being  in  Algiers. 

■4  Algiers  is  counted  in  this  and  all  following  years. 

VIII  RECENT  PROGRESS  AND  PRESENT  CONDITION  OF  THE 
FRENCH  SCHOOL  SYSTEM.  (Carrive;  **Compayre;  §Com- 
payre;  Gobron,  for  the  law;  Lynch,  ch.  v;  Marillier ;  Marion; 
Parsons;  Reps.  U.  S.  Com.  Ecliic,  see  list  of  articles;  Taylor;  Ware, 
ch.  V.) 

1  The  maternal  schools  [Ecoles  maternelles] .      (Chalamet ;  Delalain  Fr., 

(h)  ;    Eaton;    *Miu.     Pnbl.    Instr.,     199-229;     Parsons;     Pape- 

Carpantier;  Ville  de  Paris,  ch.  iii.) 
a  Infant  schools    [Transition  classes;  cla.sse.s  oifaiitincs].     (*Min. 

Publ.  Instr.,  229-235;  *Teegan,  ch.  x.) 
b  Statistics  relative  to.      (Rep.  U.  S.  Com.  Educ,  1899-1900,  I,  779.) 

2  Primary  Education  [L'enscignement  primaire].      (fCompayre;  *Min. 

Publ.  Instr.;   fMin.  Publ.  Instr.,  bk.  iv;  Parsons;  *Teegan,  ch. 
xvii,  xviii;  Ville  de  Paris,  ch.  iv.) 
a  The  lower  primary  schools  [Ecoles  primaires  elementaires].     (De- 
lain  Fr.,  (g)  ;  *Min.  Publ.  Instr.,  238-331;  *Teegan,  ch.  xi.) 

1)  Instruction  in.     (*Min.  Publ.  In,str.,  384-414.) 

2)  Statistics  relative  to.     (Rep.  U.  S.  Com.  Educ,  1899-1900,  I, 

778.) 
b  Complementary  cour.ses   [Cours  complenieniaires].      (*Min.  Publ. 
Instr.,  344-350.) 


253 


THE    ^'IXETEENTH   CENTURY  IX    FEAyCE. 


ELEMENTARY   EDUCATION   IX   FRANCE. 


(After  charts  Xo.  5  and  6,  pp.  ccx^i,  of  Vol.  VI   [1896-1S97]   Statistiqite  de  Venseigne- 
ment  primaire.     For  exact  ligures  from   1870-1897,  see  "Min.  Pub.  Instr.,  194-195.) 


The  Progress  of  Expenditure  for  Primary  Public  Education,  the  enrollment  in  Primary 
Schools,  and  the  Total  Population  of  France  compared.  The  shaded  area  represents  the  total 
expenditure,  though  not  including  the  cost  of  construction  of  buildings  or  of  installing  new 
schools.  Previous  to  1885  the  figures  are  the  nearest  possible  approximations,  as  the 
accounts  were  not  kept  accurately  until  that  time.  The  extraordinary  expenses  of  the  com- 
munes are  not  included  until  1885,  but  wovild  add  from  two  to  four  million  francs  to  the 
total  for  the  years  from  1855  to  1368,  and  from  eight  to  twelve  million  francs  to  the  total 
for  the  years  1868  to  1878.  In  the  table  for  pupils  enrolled,  children  in  the  ecoles  matcrnelles 
are  not  included,  but  the  primary  school  enrollment  for  Algiers  is  included  from  1887-88  on. 


THE   yiNETEENTH   CENTURY   IN    FRANCE. 


254 


TVie  French   system    of  education  as  exemplified  in  Pans 
Prin^gry    schools 


'Oa  the  Creches  keep 


Exam. for  the  element 
ory  cert    is  based 


Superior 


-la u u 2J_ 


puUory    perjiod^i  exemption  secured  bo  ex.arn. at  II 
plementory,  a  cootinuotion  frf  the     lelementory 


OOl 


Superior 


Technical 


Opprentice 


Techr 


Zor 


lUn^er  rriin 


on  the   middle   course 
the  pupils  till   3  the       Qt  leo»t  I  yeorof  thesup- 
*  Mother's     schools        -nor  required  for  odn-ils- 
rarely  admit  earlier    sion  to  sup 
than   i'/a.^and   often 

keep  them  till  Tin 

i  ■■  ■  -.fr- 

schools  of  3  to  6  admits  to  competitive  exam-.  L.O  Timt 

t  lon.  'Preparatory 

'Odnnission  directly  from  polytechnic 


Supplementary 
•Condominium 


I   rt<Qtional 

j;  I  ncoStry 


Clix,  Qnqers,  Chalons,  CI  unypQrts  and  trades 


'Modern  bachelor's  degree 


'Ort  s  and  m 


'Versailles     '  Grignon /Rennes  and 
Montpellier.  |Horticulture[Qqrieulture| 


classes  ^the  last    be- 
coming an  infant  class. 
'Infant  schools  ore 
few   in"  n\jrnb&r  and 

nnect  the  mother's  *Complementory  course  . hational  oqrie 
schools  with  the  ele-  j'  Elementory  for  men  or  women.  [_h 
m&ntary  or  replace  ^Superior  for  men.  Saint  C 
them.  "Superior   for  women  ,  Fontenay 


'StCy 


stryj  of  publjic  instructiort. 
nstructiofi 
two  ministrres 
condominiom 
condominium 
com  mer ce 
com  merce 
jnof^cturtes  commerce 
Chamber  of  commerce  ,  Raris 
Under  ministry  ofwar 


Tfelytecnnic 


1^ 


0<  ids  and  bridge! 


oud 

Fontenav  aux  Roses  . 


N  ormol 


•^■ar 

public  work_s 
ogricwiture 
agriculture 
instruction 
instruction 
instruction 


Secondary.      Under  ministry  of  public   instruction  and  f me   arts.  Superior 


■,          a          o           in          11          12         1.1         14          iS        IS         1 

-JJ 

»       1 

J          JO         21          22.         ll_ia tS_JI 

For   girls 
For   g<rls 
For  boys^ 
For  boys. 
For  boys 
For  boys. 

modern 
classi  CO 
norma  1 
normal 

Inf      1         2         3         1         2        3        4       5    1   6 

Dept  of  se 

condarv  education 
In  girls  schools 
cefoco  Ities 
letters  faculties 

rsorm 

al   at  Sevres     "Prepares  for  teaching 

1        Z       3 

Infant  ;B-e     6        7        G         5        4        3        J.        1 

Qdr 

nitsi  to  ^cief 

Infant   jPre.    8       7        6        5        4       3        1    7?heuPhi 

QdnnitS    to 

J 

V 

Pari  5^  rue  dUlm,  bachelor's  degree  modern 

Science  seci 

Dept  superior  educ 

a  r 1 3,  b 

achelor's   degree    classical 

i_etter5  5ect|ag  =  Qe^re'qation 

Dt 


jortment  of  superior  education  .  Fifteen   state  universit.es  have  faculties  m  cities  as  foi  Tows 


Pans, Besan^on^Bordeaux, Caen  ,  Clermont,  )MarSeilles    Sc 

D  lion,  Grenoble,  Li  I  le  ,  Lyons,  Mont  pel  her,  Mancy,) 
Poit  lers,  Rennes,  Toulouse  .  ^      C/i  i  x 

Paris,  MontaubanCprDt),Poris,  Qix,Borde  aux, Lyons, Rouen  Ccath") 
{Par,i,a'n<. ,  Bordeoux,  Co  en,  Dijon,  Grenoble,  Lil  le  ,  Lyons     ) 
[Montpel  lier.  Money  ,  Poitiers,  Rennes,  Toulouse  J 


(Rjris  Montpel  Iter  ""'•ABordeaux,LilleschooA'"9'S'"*.'^°''**'"". 

FoeuW  facv,!/  (fullM  S^ 

*'*•   (        Nancy  *■«•  /Lyons  Touloosa  (^hantes  Pennes     pPhor 


certificotd  m  science* 


L et  t er»  j=l  1  c B  nci  e,  rf. doctor  d'Ef  at 


Theology 


La. 


/     •   d   'i  =  faacherb« 


Preparotion  for  examination  made  in  free  dental  schools 


MedieiT 


Under    Ministry    of     agriculture.    3   schools.    Olfort,   Lyons  an 


cc     for  c  € d  >ee  above 


fe   . 


4    ^.diploma  i^el  ^-superior 


Dentistry     4e=diplomaof  Surgeon-dent 
Ibuiouse 


Veterinary 


{Reproduced  by  permission  of  the  author  from  advanced  sheets  of  a  work  on  Prof esstonaZ 
Education  in  Foreign  Countries,  by  Henry  L.  Taylor,  Albany,  X.  Y.) 


30 


255 


THE    NINETEENTH    CENTURY   IN    FRANCE. 


c  The  higher  primary  schools  [Ecoles  primaires  superieures].  (De- 
lalain  Fr.,  (e),  (f )  ;  *]\rin.  Pnbl.  Instr.,  341-383:  Morant; 
*Musee  Fed.,  No.  16 ;  *Xony  et  Cie ;  Rep.  U.  S.  Com.  Educ, 
1896-1897,  I,  47-56;  *Teegan,  ch.  xiii.) 

1)  Many,  in  part,  boarding  schools. 

2)  Adult  instruction.     (Rep.  U.  S.  Com.  Educ,  1894-1895,  I, 

298-303.) 

3)  Boys'  schools;  girls'  schools;  mixed  schools. 


A   TYPICAL   SCHOOL   ROOM   IN   A  FRENCH   PRIMARY   SCHOOL. 

(From  a  photograph  by  Henry  S.  Taylor,  accompanying  liis  Report,  as  a  Juror  to  the  Paris 
Exposition   of   1900,  made  to   the   U.   S.   Commissioner   of   Education.) 


Industrial  and  Technical  education.     (*Min.   Publ.   Instr.,   384—433; 
Morant,  301-313 ;  Perry,  in  Rep.  U.  S.  Com.  Educ,  1897-1898,  I, 
709-749 ;  Higher  Tech.  Schools  in  France,  in  Rep.  for  1891-1892, 
I,  369^12.) 
a  Manual  Training  schools.     (fTeegan,  sect.  1.) 
b  Commercial  and  industrial  schools.     [Ecoles  pratiques  de  com- 
merce et  d'industrie.     (fTeegan,  sect.  2.) 
e  Agricultural  schools.     (fTeegan,  sect.  3.) 

d  Subjects  taught  in  these  schools.     (Morant,   306-313,   369-370; 
fTeegan,  sects.  1-3.) 


256  THE    XINETEEXTH    CENTURY   /X    FRANCE. 

4  Secondary  education.       (Taylor.) 

a  Lycees  for  boys  only  [109].  (Hardy;  Rep.  U.  S.  Com.  Educ,  1890 
-1891,  I,  109-124,  1895-1896,  I,  635-639.) 

b  Communal  colleges  [Colleges  comtnunanx]  for  boys  only  [229]. 

c  Religious,  and  private  secular  secondary  schools. 

d  Table  showing  the  growth  of  these  schools,  1887-1899.  (See  Rep. 
U.  S.  Com.  Educ,  1899-1900,  II,  1723.) 

e  Subjects  of  instruction  in  the  different  classes  before  1789,  and 
in  1802,  1821,  1842,  1852,  1865,  1876,  and  1887.  (See  charts 
in  tfMin.  Publ.  Instr.,  1887,  412-416.) 

f  Subjects  of  instruction  at  present.  (Delalain  Fr.,  (a),  (b),  (c)  ; 
Hardy;  Jamin:  Jonas;  Morant,  370-372;  jNony  et  Cie,  (a), 
(b),  (c).)  ^  •  , 

g  Lycees  and  colleges  for  women  established  in  1880. 

1)   Table  showing  the  growth  of  these  schools  since  1881.     (See 
Rep.  U.  S.  Com^  Educ,  1899-1900,  II,  1726.) 

5  S.uperior  education   [L'enseignement  superieur] .     (§Compayre;  Rep. 

U.  S.  Com.  Educ,  1898-1899,  I,  1088-1095;  1899-1900,  II, 

1726-1729.) 
a  Fifteen  State  Universities.     (For  statistics  as  to,  see  Rep.  U.  S. 

Com.  Educ,  1899-1900,  II,  1728.) 
b  Professional  and  higher  technical  schools.     (fTeegan.) 

6  Interrelation  between  schools. 

7  Extent  to  which  coeducation  is  practiced.     (See  tables  in  Rep.  IT.  S. 

Com.  Educ,  1899-1900,  I,  778.) 

8  Compulsory   education.     (Benoit-Levy   et  Bocande;    Carrive,   pt.    1; 

Dreyf us-Brisac ;  for  statistics  as  to  the  effectiveness  of  see  Statis- 
tique  de  I'instruction  primaire,  VI  [1896-1897],  p.  cii. 

9  Training  of  teachers;  normal  schools.     (London;  Salmon;   *Teegan, 

chs.  XV,  xix,  xxi,  xxvi.) 
a  Primary  normal  schools  [Ecoles  normales  primaires].     (Delalain 

Fr.,  (d)  ;  *Min.  Publ.  Instr.,  434-461.) 
b  Superior  normal  schools   [Ecoles  normales  superieures].     (Ecole 

normale;  *Min.  Publ.  Instr.,  461-477.) 

10  The  religious  instruction  question  in  France.     (Lynch,  ch.  v;  X,  ch. 

ill.) 
a  Increase  of  the  religious  secondary  schools.     (See  table  of  enroll- 
ment in  Rep.  U.  S.  Com.  Educ,  1899-1900,  I,  1723.) 
b  The  "Associations  Law"  of  1900.     (Aynard.) 

11  Private  schools.     (*Teegan,  ch.  xii.) 

a  Elementary, 
b  Secondary. 


257  '  TEE    NINETEENTE    CENTURY   IN    FRANCE. 

IX  ADMINISTRATION  OF  THE  FRENCH  SCHOOL  SYSTEM.  (Gobron, 
for  the  law;  *Mm.  Publ.  Instr.,  53-100;  Parsons;  Pichard  for 
laws  [1880-1898]  ;  Rep.  U.  S.  Com.  Educ,  1895-1896,  I,  612-619; 
1897-1898,  I,  694-701;  1899-1900,  II,  1712-1714;  Smith.) 

1  The  Minister  of  Public  Instruction  and  Fine  Arts  [Ministre  de  I'in- 

struction  puhlique  et  des  Beaux-arts].     (*Min.  Publ.  Instr.,  53- 
100.) 
a  The  Directors  of  Superior,  Secondary,  and  Primary  education. 

1)   Supervisory  control  of  each, 
b  The  Minister's  Advisory  Council  [Comite  consultatif]. 
c  The  Superior  Council  [Conseil  superieur].     (*Min.  Publ.  Instr., 

65-72;  *Teegan,  ch.  viii.) 
d  The   State   Inspectors    [Inspccteurs   generaux].        (*Min.    Publ. 
Instr.,  72-75;  *Teegan,  ch.  xiv.) 

2  The  seventeen  administrative  districts  [Academies],  each  administered 

by  a  Rector  and  an  academic  council  [Conseil  academique]  ,hsiYmg : 
(*Min.  Publ.  Instr.,  110-127;  *Teegan,  ch.  ix;  Ville  de  Paris,  ch. 

ii). 
a  Supervision  of  the  University  and  associated  Lycees  and  Commu- 
nal Colleges  of  the  District, 
b  Through  the  Academic  Inspector  [Inspecteur  d'academie],  who  is 
appointed  by  the  Minister,  supervision  of  primary  instruc- 
tion in  the  District.     (*I\Iin.  Publ.  Instr.,  120-127.) 
c  Primary   Inspectors    [Inspecteurs   de   I'enseignement   primaire]. 
(fCompayre,  pt.  2;  *Min.  Publ.  Instr.,  141-150.) 
1 )   Approximately  one  for  every  one  hundred  fifty  schools. 

3  The  ninety  Departements  [three  in  Algiers]  for  the  administration  of 

primary  education.      (fCompayre,  pt.  2,  chs.  v-vii.) 
a  Prefect  of  the  Department.     (*Min.  Publ.  Instr.,  128-131.) 
b  Department    council    [Conseil    departemental].        (*Min.    Publ. 

Instr.,  131-140,  157-166.) 
c  Inspector  of  primary  instruction.     (*Min,  Publ.  Instr.,  140.) 

4  Communal   Councils   and  Mayors,   having   charge   of:    (*Min.   Publ. 

Instr.,  166-189.) 
a  Selection  of  building  sites. 
b  Voting  of  communal  funds. 

5  Local  school  committees  [Commissions  scholaires]  to  encourage  school 

attendance.     (*Min.  Publ.  Instr.,  187-189.) 

6  Caisses  des  ecoles  and  caisses  d'epargne  scholaire.     (*Teegan,  106-109.) 

7  Obligations  of  the  Commune.     (*Min.  Publ.  Instr.,  166.) 

a  Maintenance  of  schools. 

b  Financial  obligations. 

c  Prescription  as  to  instruction  and  management. 


258  THE    NINETEENTH    CENTURY   IN    FRANCE. 

8  Centralized  State  control  of  education.     (fCompayre,  pt.  2;  Rep.  U. 
S.  Com.  Educ,  1897-1898,  I,  694-701;  *Teegan,  ch.  xx,  ^xv.) 
a  Appointment  of  teachers  by  the  State. 
b  State  schedule  of  salaries, 
c  State  pension  system. 

d  State  control  of  the  subject-matter  of  instruction, 
e  State  supervision  of  private  instruction. 

X  REFERENCES: 

1  Sources. 

Beauchamp,  a.  de   (Ed.).     Enscignement  superieur;  lois  et  reglements.     Vol.  I, 

1789-1847;  II,  1848-1874;  III,  1875-1883;  IV,  1884-1889   (Index  table  to 

all  laws  and  decrees,  1789-1889)  ;  V,  1889-1898. 
Beaussire,  Emile.     La  liherte  d'enseignement  et  I'universite  sous  la  troisieme 

republique. 
Benoit-Levy,  Edm.,  et  Bocande,  F.-B.     Manual  pratique  pour  I'application  de 

la  loi  sur  V instruction  obligatoire. 
BuissON,  F.     Dictionnairc  de  pedagoyie  et  d'instruction  jjrimaire. 
Cabrive,  p.     La  nouvelle  legislation  de  Venseignement  primaire.      (Exposition, 

commentary,  laws,  decrees,  etc.,  from  1874-1889.) 
Constant,   Jean   de.     Lois   et  reglements  sur   Venseignement  primaire    \_18o0- 

ISVO]. 
D'Ollendon,  M.  E.     Bibliographie  de  I'enseignement  primaire;  in  Monographies 

pedagogiques,  Exposition,  1889,  III,  78-173. 
Greard,  V.  C.  0.     La  legislation  de  I'instruction  primaire  en  France  depuis  1789 

jusqu'  a  nos  jours.     Second  edition.   Vol.   I,    1789-1833;    II,   1833-1847. 

First  edition.  Vol.  II,  1848-1874. 
GoBBON,   Louis.     Legislation  et  jurisprudence   de   Venseignement   public   et   de 

Venseignement  prive. 
*Martel,  Felix.     Legislation  et  reglementation  de  I'enseignement  primaire  1878- 

1888;   in  Monographies  pedagogiques,  Exposition,  1889,  I,  91-267. 
§MiN.  PuBL.  Instr.     Enquetes  et  documents  relatifs  a  Venseignement  superieur. 

(72  numbers,  1883-1899.) 
**MlN.  PuBL.  Instr.     Statistique  de  Venseignement  primaire.     Vol.  I,  1876-1877; 

II,  1827-1877;   III,  1881-1882;  IV,  1886-1887;  V,  1891-1892;  VI,  1896- 

1897. 
tt^MiN.  PuBL.  Instr.     Statistique  de  Venseignement  sccondaire.     1876,   one  vol.; 

1887,  two  vols. 
tJMiN.  PuBL.  Instr.     Statistique  de  Venseignement  superieur,  1868-1878.     (Con- 
tains laws  and  decrees,  1806-1878,  and  a  history  of  the  University.) 
PiCHARD,  A.  E.     Nouveau  code  de  I'instruction  primaire.     (Laws  and  decrees, 

1880-1898.) 

2  Secondary  Authorities  bearing  on  the  liistory  of  education  in  France  in  the  19th 

century. 
Arnold,  Matthew.    Popular  Education  in  France. 
Aynard,  Ed.     La  liberty  de  Venseignement. 
Bache,  Alex.  D.    Report  on  Education  in  Euro-^c  [1839]. 
Barnard,  Henry.     Primary  Schools  in  France;  in  Barnard's  Jr.,  IX,  381-390. 


259  THE    NINETEENTH    CENTURY  IN    FRANCE. 

Barxard,  Henry.     Guizot's  Ministry  of  Public   Instruction;   in  Barnard's  Jr., 

XI,  254-281 ;  same  art.  in  XX,  253-280. 
Barxard,  Henry.      History  of  Public  Instruction  in  France;  in  Barnard's  Jr., 

XX,  217-332. 
Barnard,   Henry.      Technical   Instruction   in   France;    in  Barnard's  Jr.,   XXI, 

401-606. 
Batjtain,  L'Abbe.     L'cducation  ■piihUqnc  en  France  an  19th  siecle. 
COLLIGNON,  A.     L'ecolc  Tiirgot,  1839-1S89. 
*CoiiPAYRE,  G.      History  of  Fedagogy. 
ICompay're,  G.     Histoire  critique  des  doctrines  de  rediication  en  France  depuis 

le  seizieme  siecle,  II. 
Dreyfus-Brisac,  E.    L'enseignement  obligatoire;  in  Monographies  pedagogiques. 

Exposition,  1SS9,  I,  343-455. 
Duruy,  Albert.     L'instruction  jmblique  et  la  democratie,  1879-1886. 
Ecole  normale.      Le  centenaire  de  I'eeole  normale,  1795-1895. 
Fayet,  M.      Recherches  Jiistoriqnes  et  statistiqiies  sur  les  communes  et  les  ecoles 

de  la  Haute-Marne,  1701-1869. 
Grimauu,  Louis.     Histoire  de  la  liberte  d'enseignement  en  France  [1789-1898]. 
GuizoT,  F.     Memoirs  to  Illustrate  the  History  of  my  life,  extract  from  for  the 

period  of  1832-1837,  in  Barnard's  Jr.,  XI,  254-281,  357-399;  same  art.  in 

XX,  255-280. 
Jacoulet,  M.  E.      Notice  historique  sur  les  ecoles  normales;   in  Monographies 

pedagogiques.  Exposition,  1889,  II,  375-451. 
LiARD,  Louis.     L'enseignement  superieur  en  France,  1789-1893.  2  Vols. 
Marion,  Henri.     Le  mouvement  des  idees  pedagogique  en  France  depuis  1870. 

(Musee  pedagogique,  Memoires,  No.  1.) 
Martin,  E.      History  of  Normal  Schools  in  France;  in  Proc.  N.  E.  A.  for  1893, 

415-418. 
Matrat,  Marie.      Histoire  de  I'education  enfantine  publique;   in  Monographies 

pedagogiques,  Exposition,  1889,  VI,  211-256. 
*Musee  PEDAGOGiQLrE.      Ecolcs  d'enscignement  primaire  superieur.       {Memoires 

et  Doc.  Schol,  No.  16.) 
tMus^E   PEDAGOGIQUE.      Dcux   Ministrcs   pedagogues;   M.    Guizot   et   M.  Ferry. 
{Memoires  et  Doc.  Schol.,  No.  33.) 
Pecaut,  Felix.     Sur  I'education  naiionale,  1871-1879. 

Petit,    Georges.       Histoire   et   legislation    construction    scholaires;    in    Mono- 
graphics  pedagogiques.  Exposition,  1889,  VI,  5-63. 
X.  — .      L'enseignement   prive  en  France;    in  Monographies  pedagogiques.  Ex- 
position, 1889,  VI,  443-488. 
3  Works  having  particular  reference  to  tlie  present  organization  of  French  education. 
Chalamet,  R.-El.      U ecole  maternelle. 
tCoMPAYRE,  G.      Organisation  pedagogique  et  legislation  des  ecoles  primaires. 
Delalain   Freres    (Pubs.).      Plan  d'etudes  et  programmes  de  l'enseignement. 
(a)    Secondaire  classique;    (b)    Secondaire  moderne;    (c)    Secondaire  des 

jeunes  filles ;  (d)  Des  ecoles  normales  primaires ;  (e)  Des  ecoles  primaires 

superieures  de  gargons;    (f)   Des  ecoles  primaires  superieures  de  filles; 
(g)     Des    4coles    primaires    elementaires;     (h)     Des    ecoles    maternelles 

puhlique. 
Eaton,  John.      The  Maternal  Schools  of  France;   in  Circulars  of  Information, 

U.  8.  Bu.  of  Educ,  1882,  No.  5. 
fMARTEL,    Felix.      Ecoles   primaires    superieures   et    ecoles    d'apprentissage;    in 

Monographies  pedagogiques.  Exposition,  1889,  II,  267-285. 


THE    NINETEENTH    CENTURY   IN    FRANCE. 


260 


*]\li.\.  PuuL.  IxsTis.     Rapport  mir  rur(junination  ct  lu  situation  de  Vcnseignement 

primaire  public  en  France.     [1900.] 
tMiN.  PuBL.  Instr.     Uinspection  de  renseignement  primaire.     [1900.] 
JMiN.  PuBL.  Instr.     L'ins])ection  acadeniiqite.     [1900.] 
iloRANT,   Pi.   L.     The   French   System   of  Higher   Primary   Schools;    in   English 
Ediic.,  Dept.  Special  Reports,  I,  2S7-374. 
*XoNy  ET  CiE   (Pubs.).     Plan  d' etudes  et  programmes  des  ecoles  primaires  su- 

pcrieurs  de  gar^ous. 
tNoxY  ET  ClE    (Pubs.).     Flan  d'etudes  et  programmes  de  renseignement  secon- 
daire  dans  les  lycees  et  colleges. 
Pape-Carpantier,  Marie.     Enseignement  pratique  dans  les  salles  d'aisle. 
Parsons,  Jas.  R.     French  Schools  through  American  Eyes. 

Rep.  Com.  Educ.     Reports  U.  8.  Commissioner  of  Education,  Vol.  1  of  each  year 
as  follows: 


Title   of   Article. 


Education  in  Germany,  France,  and  America  compared.. 

The  educational  system  of  France — Statistics  for  the 
year  and  a  general  view  of  the  system 

Brief  view  of  the  system  and  statistics  for  year 

Elementary  education  in  London  and  Paris  compared.... 

Statistics  for  tlie  year;  progress  of  primary  schools  since 
1833;   Higher  Primary  schools;   Lyc#es   and   colleges. 

Outline  of  system  and  statistics  for  the  year;  history  of 
the  universities ;  proposed  change  of  the  Faculties 
into    leal    universities 

Higher   Teclmical    Schools   of   France    (Willoughby) 

Outline  of  system  and  statistics  for  year;  inspection  of 
infant  schools;  recent  changes  in  the  baccalaureate; 
reorganization  of  medical  studies  and  preparatory 
scientilic    studies 

Outline  of  system  and  statistics  for  the  year 

Outline  of  system  and  statistics  for  the  year;  recent 
changes  in  secondary  and  higher  education ;  progress 
of  primary  instruction;  schools  for  adults  and  their 
history;  movement  for  admission  of  foreign  students 
to   the    French    universities 

Outline  of  system  and  statistics  for  the  year;  primary 
schools;  the  law  of  July  10,  1890,  org^inizing  the 
universities ;  medical  students ;   the  French  Lycees .  .  .  , 

Outline  of  system  and  statistics  for  the  year;  opening  of 
the  new  LTniversities ;  the  new  doctorate;  State  vs 
Church  secondary  schools;  salaries  of  primary  teach- 
ers ;  the  superior  primary  schools — -progress,  organi- 
zation,   and    scope 

Outline  of  system  and  statistics  for  the  year;  reconstruc- 
tion of  the  universities;  manual  training  and  tech- 
nical schools;  Mr.  Perry's  Report  on  Technical 
Schools  in  France;  admission  of  foreign  students  to 
the    universities 

Outline  of  system  and  statistics  for  the  year;  the  uni- 
versities, foreign  students,  and  the  doctorate;  move- 
ment for  prolonging  education ;  Reports  of  the  Con- 
gress of  secondary  professors  and  the  Commission  of 
Inquiry    into    secondary   schools 

Outline  of  system  and  statistics  for  the  year;  higher  in- 
struction; Report  of  the  Congress  on  Primary  Educa- 
tion     ' 


Report. 


1888-1889 

1888-1889 
1889-1890 
1889-1890 

1890-1891 


1891-1892 
1891-1892 


1892-1893 
1893-1894 


1894-189.1 
1895-1896 


1896-1891 


1897-1898 


1898-1899 

Vol.  n. 

1899-1900 


Pages. 


32-77 

112-149 
249-261 
263-280 

95  124 


73-95 
369-412 


219-237 
187-201 


289-312 
611-639 

29-70 

694-788 

1086-1138 
1712-1732 


261  TEE   ISil^ETEE^NTE    CENTURY   IN    FRANCE. 

*Teegan,  Thos.  H.     Elementary  Education  in  France. 

fTEEGAN,  Thos.  H.     Technical,  Industrial,  and  Commercial  Education  in  France. 
ViLLE  DE  Paris.     L'enseignement  primaire  public  a  Paris,  1889. 

4  Short  articles  or  chapters  bearing  on  present  conditions  in  France. 

§C0MPAYRE,  G.     The  New  French  Universities;  in  Educ.  Rev.,  IV,  475-484,  XIII, 

379-385,  XVI,  133-146. 
**C0MPAYKE,  G.     Contemporary  Educational  Thought  in  France  [1891]  ;  in  Educ. 

Rev.,  II,  171-177;  X,  313-324;  XVI,  133-146. 
Haedy,  Edw.  L.     The  Lycees  of  France;  in  ^ch.  Rev.,  VII,  549-559;  VIII,  16- 

25;  IX,  459-475. 
Jamin,  George.     Life  in  a  French  Lycee;  in  Educ.  Rev.,  V,  266-277. 
Jonas,  J.  B.  E.     Differentiation  of  the  Secondary  Curriculum  in  France;   in 

Bch.  Rev.,  VIII,  244-253. 
London,  Jr.  of  Educ.     A  Normal  School  in  France;  in  Educ.  Rev.,  XIII,  291- 

294. 
Lynch,  Hannah.     French  Life  in  Toivn  and  Country. 

jSIarillier,  L.     The  Public  Schools  of  Paris;  in  Educ.  Rev.,  XII,  313-334. 
Salmon,  Lucy  M.     Training  Teachers  in  France;  in  Educ.  Rev.,  XX,  383-404. 
Smith,  A.  T.     De-centralizing  Tendencies  in  the  French  System  of  Education; 

in  8ch.  Rev.,  VII,  133-144. 
Taylor,  Henry  L.     Education  at  the  Paris  Exposition  of  1900;  in  Sch.  Rev., 

IX,  1-12,  201-231,  269-288. 
Ware,  Fabian.     Educational  Foundations  of  Trade  and  Industry. 

5  For  additional  bibliographies  on  the  history  and  present  condition  of  education  in 

France,  see  particularly  the  three  Paris  Exposition  Volumes  [1900], 
Min.  Publ.  Instr.,  *,  f,  and  |;  Buisson;  and  the  Columbia  University 
Library  Catalogue. 


iiJ^,loU:l-i'2 


\Ji.  ;.yt-3  tf  3- 


XXXIX     THE   EIGHTEENTH    AND    NINETEENTH 
CENTURIES    IN    ENGLAND. 


I  THE  BEGINNINGS  OF  ELEMENTARY  EDUCATION  IN  ENGLAND. 
(Adams,  36-43;  Barnard's  Jr.,  X,  323-35-4;  XXVI,  641-644; 
Bremner,  pt.  1,  sect.  1 ;  Craik,  ch.  1 ;  Donalson,  eh.  ii ;  Holman, 
ch.  ii ;  Leclrv^,  VI,  276-278 ;  Macaiilay,  I,  ch.  iii ;  Spalding,  10-13 ; 
Sydney,  II,  86-112.) 
1  Parochial  schools,  primary  school  foundations,  subscription  schools, 
and  dame  schools  begun  in  many  villages  in  the  early  part  of  the 
18th  century. 


GILWEL    LANE    C'HAIUTV     SCHOOL,    SOUTHWARK. 

(From  Green's  Short  History  of  the  Eiujlish  People,  Hid.  Ed.  Harper  «&  Bros.,  N.  Y.  Repro- 
duced by  permission  of  the  publishers.) 
["The  school-room  connected  with,  and  under  a  part  of,  Bunyan's  Meeting-house;  opened 
by  the  founders  of  the  meeting-house,  in  1G87,  to  counteract  the  attractions  of  a  Roman 
Catholic  school  Avhich  a  gentleman  named  Poultcr  had  set  up  in  the  same  neighborhood, 
under  James"  protection.  This  early  Nonconformist  Charity  School  was  still  carrying  on 
its  work  in  the  original  school-room  in  the  year  18H),  as  is  shown  by  the  dress  of  its 
scholars  in  tliis  illustration,  publislied  in  LoiiiIiiKt  Illiislrata  at  that  time." — Green.] 

2«'2 


263  TEE  EIGHTEENTH  AND   NINETEENTH   CENTURIES  IN   ENGLAND. 

2  Formation  of  ' '  Charity  Schools ' '  for  the  poor. 

3  "The  Society  for  Promoting  Christian  Knowledge"  founded  in  1699. 

(Spalding,  12-13.) 
a  Work  accomplished  by  this  Society  bj^  1741. 

b  Object  of  the  schools  of  the  Society  "to  make  them  loyal  church 
members  and  to  fit  them  for  work  in  that  station  of  life  which 
it  hath  pleased  their  Heavenly  Father  to  place  them. ' ' 
1)   Cathechetical  schools.     Subjects  taught. 

4  Work  of  the  ministers  and  churches  throughout  England  during  the 

first  half  of  the  18th  century. 
a  Charity  School  sermons  [1700-1750].     (*Barnard,  365-368;  Bar- 
nard's Jr.,  XXIII,  365-368.) 
b  Subjects  taught  in  the  "  Charity  Schools. " 
c  Education  of  girls. 

5  Impetus  given  to  the  movement  by: 

a  The  earthquake  shocks  of  1750. 

b  The  rise  of  Methodism. 

c  The  establishment  of  Sunday  schools  [Catterick,  1763;  Little  Le- 
ver, 1775;  Eaikes  at  Gloucester,  1783].     (See  6,  below.) 

d  Newspapers  [first  daily  paper,  1709]  ;  pamphlets;  penny  papers; 
extension  of  printing  to  country  towns;  freedom  of  the  press 
[after  1795]  ;  public  meetings  for  the  discussion  of  public 
questions  [after  1768]  ;  debating  and  reading  clubs;  growth 
of  the  tendeucj^  to  appeal  to  reason;  circulation  of  books, 
etc.    Chap  Books.     (Ashton;  Field,  ch.  x;  fTuer;  |Tuer.) 

6  Robert  Raikes   [1736-1811]   and  the  founding,  of  Sunday  Schools  at 

Gloucester  [1780].     (Ellis;  Gregory;  Harris.) 
a  His  work ;  the  new  movement.     ( Harris. ) 
b  "The  Society  for  the  Support  and  Encouragement  of  Sunday 

Schools  in  the  different  Counties  of  England"  [1785]. 
c  "The  Sunday  School  Union"  [1803]. 
d  Educational  work  of  these  two  societies. 

1)  Up  to  1870. 

2)  Since  1870. 

7  Status  of  elementary  education  in  England  at  the  close  of  the  18th 

century.     (Sydney,  II,  ch.  xiii.) 
a  Comparison  with  Germany. 
b  Books  used  by  children.     (Field,  chs.  x-xv;  fTuer;  ijlTuer.) 


31 


264 


TEE    NINETEENTH    CENTURY    IN    ENGLAND. 


II  THE  MONITORIAL  SYSTEM  OF  BELL  AND  LANCASTER.  (Adams, 
44-64;  Barnard's  Jr.,  X,  323-531;  Holman,  ch.  ii;  Ross,  ch.  ii; 
*Sadler  and  Edwards,  II,  436-440 ;  Sharpless,  1-8 ;  Spalding,  13- 
14.) 

1  Dr.  Andrew  Bell's  "Madras  System."     (Barnard's  Jr.,  X,  467-502; 

Bell;  Gill,  162-189;  Leitch,  121-148;  Meiklejohn;  Soiithey,  II.) 
a  His  Experiment  in  Education  [1798]. 

2  Joseph  Lancaster's  "Monitorial  System"  [1798].     (Barnard's  Jr.,  X, 

355-370 ;  tFitcli,  lect.  xi ;  Gill,  189-202 ;  Lancaster ;  Leitch,  149- 
165.) 
a  His  Improvements  in  Education  [1803]. 

3  Nature  of  the  two  systems. 

a  Subjects  taught. 

b  Pupils. 

c  Method  followed ;  natural  defects. 

d  Classification;  discipline. 

e  The  educational  and  religious  controversy. 


Fy.l. 

^    ill     '-%     f^     '^     ^     \^     ^    ^     f^    ^     ^     f^.     ^ 


THE  MONITORIAL  SYSTEM  OF  INSTRUCTION. 

(From  Manual  of  the  System  of  Instruction  pursued  in  the  Model  Schools,  B.  &  F.  School 

Society,  London,  183L) 
[Explanation: — Figure  1  shows  a  class  seated  on  a  Form    (5)    at  a  writing  desk    (4). 
Figure  2  shows  five  monitors  giving  instruction  to  five  classes.     The  boys  are  assembled  at 
the  draft  stations    (16),  their  toes  to  the  lines  cut   in  the  floor.     With   Pointers    (1.5)    the 
monitors  are  giving  instruction  from  Lessons   (11)    suspended  from  the  lesson  Rail    (12)]. 


4  The  "Intellectual  System"  of  Wood  a  protest. 
a  Knowledge  of  the  child, 
b  Necessity  of  the  teacher  being  instructed. 
c  Interrogation;  explanation. 


:Gill,  202-210.) 


265 


THE    NINETEENTH    CENTURY    IN    ENGLAND. 


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«(-i     -     73     CJ     -S     *     ^  "" 


266  TEE    NINETEENTH    CENTURY    IN    ENGLAND. 

III  INFLUENCE  OF  THE  REFORMERS. 

1  Richard  and  Maria  Edgewortli's  Practical  Education  [1798]. 

a  System  of  education  described;  principles  laid  down.     (Gill,  48- 
64.) 

2  Pestalozzi's  work  as  expounded  by  Charles  Mayo  and  his  sister.     (Gill, 

85-93.) 

3  Samuel  Wilderspin  and  the  beginning  of  Infant  Schools.     (Gill,  76- 

85;  *Hill,  I,  169-196;  Leitch,  166-185.) 
a  Robert  Owen's  Infant  School  at  Lanark  [1816]. 
b  AYilderspin 's  first  school  at  Spitalfields  [1820]. 

1)  Nature  of  his  work. 

2)  His  principles  and  ideas. 

c  The  "Home  and  Colonial  Infant  Society"  [1836].   (Gill,  93-154.) 

1)  Aim  and  work  of  this  Society. 

2)  Improvements  in  training. 

4  David  StoAv  and  his  Training  System  of  Education    [1840].      (Gill, 

210-264;  Leitch,  186-238.) 
a  Beginnings, 
b  His  ideas  and  principles, 
c  Method  of  instruction. 
d  Mistakes  and  absurdities. 

5  Froebel  and  the  Kindergarten  system.     (S\ilabus,  p.  224.) 

a  First  English  Kindergarten  [1851]. 

IV  WORK   OF   EDUCATIONAL   SOCIETIES.     (Bremner,  pt.   1,   sect,   i; 

Craik,  chs.  i,  ii;  *Hill,  I.) 

1  "The  Royal  Lancastrian  Institution"   [1808]. 

a  This  became  "The  British  and  Foreign  School  Society"  in  1814. 
(Barnard's  Jr.,  X,  371-380.) 
1)   The  Lancastrian  System;  Dissenters, 
b  Manual  of  Instruction  used  in  the  Model  Schools.       (Barnard's 

Jr.,  X,  381-434;  B.  and  F.  S.  Soc.  Manuals.) 
c  Normal  Schools.      (f Barnard;  Barnard's  Jr.,  X,  435-460.) 

2  "The  National  Society  for  Promoting  the  Education  of  the  Poor" 

[1811].      (B.  and  F.  S.  Soc.  Manuals;  Gregory.) 
a  This  Society  practically  a  successor  of  I,  2. 

1)  Bell's  system;  Church  of  England, 
b  Manual  of  School  Methods  used.      (Barnard's  Jr.,  X.  503-530.) 
e  Normal   Schools,      (f Barnard;  Barnard's  Jr.,   IX,   170-200;   X, 
531-574.) 

3  Other  educational  societies.      (Adams,  chs.  ii-v;  Cornwallis;  Spalding, 

13-16.) 


267 


THE    ISUlSiETEENTH    CENTURY    IN    ENGLAND. 


1824  "  London  Infant  School  Society  "  founded  by  Brougham. 
1826  "Society  for  the  Diffusion  of  Useful  Knowledge"  founded  by  Broug- 
ham.     The  Journal  of  Education. 
1836  "  Central  Society  of  Education  "  founded.      Its  work. 

1836  "  Home  and  Colonial  Infant  Society  "  founded.      Beginning  of  a  Pes- 

talozzian  training  college. 

1837  "  Educational  Committee  of  the  Wesleyan  Conference  established." 

1843  "  Congregational  Board  of  Education  "   formed. 

1844  "Ragged  School  Union"  foimded.       (Cornwallis. ) 

1845  "Catholic   Institute";    1847,  the   "Catholic   Poor-School   Committee." 
1847  "Lancashire  Public  School  Association"  formed;   1850,  the  "National 

Public  School  Association." 

1867  "  Birmingham  Education  Aid  Society." 

1868  The  Manchester  Conference;  1869,  formation  of  "The  League." 

4  Schools    founded. 

Statistics  as  to  10,595  Elementary  Schools  founded  by  the  PvELIgious  Societies  (Census 

Returns,  1851). 


O 

u 

Society, 
England 

s. 

c 

g.2 

4 

o 

.a 

s 

Date. 

The  National 

or  Church  of 

Schoo' 

-ex 

11 

IS 

C3 

o 

a 

o 

o 

Before  1801 

766 

709 

16 

8 

7 

10 

1801-1811 

410 

350 

28 

9 

4 

10 

1811-1821 

879 

756 

77 

12 

17 

14 

1821-1831 

1,021 

897 

45 

21 

17 

28 

1831-1841 

2,417 

2,002 

191 

95 

62 

69 

1841-1851 

4,604 

3,448 

449 

269 

239 

166 

Not  stated. 

498 

409 

46 

17 

17 

14 

131 

331 

Totals. 

10,595 

8,571 

862 

431 

363 

311 

131 

331 

V  ELEMENTARY    EDUCATION    BEFORE    1870.       (Craik,    chs.    i-iv; 
Eraser;  *Hill,  I;  *Kay;  fKay,  ch.  ii;  *Kay-Shuttleworth ;  fKay- 
Shuttleworth ;  Traill,  VI,  620-634;  fAVare,  ch.  ii.) 
1  .Conditions  in  1833  and  in  1851.      (*Hill,  I,  [1836]  ;  *Sadler  and  Ed- 
wards, II,  441-463.) 
(Compiled  from  data  given  by  *Sadler  and  Edwards.) 


Items. 

( 1 )  Population  of  England  and  Wales 

(2)  Middle  and  upper  classes  population 

(3)  Laboring  class  population 

(4)  Population  3-12  yrs.  of  age  of   (2) 

(5)  Population  3-12  yrs.  of  age  of  (3) 

(6)  Number  of  schools  for  children  of    (2) 

{ 7 )  Number  of  schools  for  children  of    ( 3 ) 

(8)  Pupils  of  class   (2)   in  schools 

(9)  Pupils  of  class    (3)   in  schools 

(10)  Percentage  of  children  of  class    (2)    at  scbool  to  popu- 

lation 3-12  yrs.  of  age  of  class  (2) 

(11)  Percentage  of  children  of  class    (3)    at  school  to  popu- 

lation 3-12  yrs.  of  age  of  class  (3) 


1833. 

1851. 

14,400.000 

17,927,609 

2,000,000 

2,489,945 

12,400,000 

15,437,664 

420,000 

522,888 

2,604,000 

3,241,919 

14,897 

16,324 

24,074 

29,718 

481,728 

546,396 

795,219 

1,597,982 

114.6 

104.4 

30.5 

49.2 

268 


THE    NINETEENTH    CENTURY   IN    ENGLAND. 


2  The  Newcastle  Commission  Report  of  1861.      (Adams,  179-185;  Hol- 

mau,  151-161;  *Sadler  and  Edwards,  II,  464-470.) 
a  Percentage,  age,  and  length  of  attendance, 
b  Subjects  and  amount  of  instruction. 
c  The  prime  object  of  instruction, 
d  Different  kinds  of  schools  and  their  value. 

3  Government  aid  to  schools. 

4  Government  inspection  of  schools.     (Arnold.) 

5  The  training  of  teachers. 

a  Training  colleges.      (Barnard's  Jr.,  IX,  170-200.) 
b  The  apprentice  system. 

6  The  religious  question. 


600,000 


EXPENDITURE   FROM   THE   EDUCATION   GRANTS    IN   GREAT   BRITAIN,    1 839-1 S70. 

Between  1833-1839  no  Government  regulation  of  grants.  The  above  figures  do  not  in- 
clude administration  expenses,  or  grants  made  to  Scotland  (about  the  same  in  amount  as 
the  Br.  &  F.  S.  Soc.)  or  to  the  Parochial  Schools  Union  (very  small).  (Prepared  from  a 
table  in  Eng.  Ediic.  Dept.  »Sy;.  Rep.,  11,  530.) 


269 


THE    JSIINETEENTH    CElSiTURY   IN    ENGLAND. 


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270  THE    NINETEENTH    CENTURY    IN    ENGLAND. 

VII  THE  BEGINNINGS  OF  NATIONAL  EDUCATION.  (Arnold;  Bal- 
four, eh.  I,  A;  Bremner,  pt.  1,  sect,  i;  Ellis  and  Griffith;  Escott, 
ch.  xvi ;  Holman,  eh.  ix ;  Maltbie,  ch.  v ;  Morley ;  Ross,  ch.  ii ;  Spald- 
ing; *"VVare,  ch.  i;  for  all  acts  of  Parliament  relating  to  any  phase 
of  education,  from  1870-1900,  see  Organ,  larger  edition.  Ap- 
pendix.) 

1  The  Elementary  Education  Act  of  1870.      (Adams,  chs.  vi-viii;  Bal- 

four, 21-24;  Barnard's  Jr.,  XXVI,  577-598;  Craik,  ch.  v;  Hol- 
man, chs.  ix,  x;  Morley;  *  Sadler  and  Edwards,  II,  497-498.) 
a  The  original  provisions. 

1)   The  opposition, 
b  As  amended  and  adopted.     (Mackenzie,  158-209;  Morley,  167- 
174;  Organ,  Appendix;  33  and  34  Vict.,  ch.  75.) 

2  Subsequent  progress.     (Macnamara.) 

a  The  amendments  of  1873  and  1876  [Lord  Sandown.)       (Balfour, 
28-30;  Craik,  ch.  vi.) 
1)   The  laws  in  full.      (Mackenzie,  210-256;  Organ,  Appendix; 
36  and  37  Vict.,  ch.  86;  and  39  and  40,  ch.  78.) 
b  The  amendments  of  1880  and  1882  [Mr.  Mundella].     (Craik,  ch. 
vi;  Organ,  Appendix.) 
1)  Education  fully  compulsory  after  1880.      (f Sadler  and  Ed- 
wards, 17-21.) 
c  The   Technical   Education   Commission   of   1884   leading   to  the 
Technical  Education  Acts  of  1889.      (Organ,  Appendix;  52 
and  53  Vict.,  ch.  76.) 
d  The  Free  Elementary  Education  Act  of  1891.      (Educ.  Rev.,  II, 
303-307,    [text  of];  Mackenzie,  265-269;  Organ,  Appendix; 
54  and  55  Vict.,  ch.  56.) 
1)   Elementary  education  now  practically  free. 
6  The  proposed  bill  of  1896  and  its  significance.      (Rep.  U.  S.  Com. 

Educ,  1895-1896,  I,  79-121.) 
f  The  Elementary  Education  Act  of  1900..  (f Fitch;  Organ,  Ap- 
pendix; 63  and  64  Vict.,  ch.  53.) 
g  Slow  but  substantial  progress  since  1870.  (Balfour,  ch.  I,  A; 
Butler;  Craik,  ch.  vi;  Rep.  U.  S.  Com.  Educ,  1895-1896,  I, 
79-121;  fSadler  and  Edwards,  I,  2-9;  Spalding:  *AVare, 
ch.  1.) 

1)  Extension  of  governmental  control  through  more  and  more 

detailed  instruction  as  to  inspection.     (Holman,  chs.  ix,  x.) 

2)  Addition  of  new  subjects;  increase  of  attendance,  etc     (Rep. 

U.  S.  Com.  Educ,  1899-1900,  I,  1200-1203.) 


271 


TUB    MMJTEI'JNTU    CENTUIiY    /A'    IJNGLAM). 


SCHOOL 

POPULATION 

800,000 


WORK  OF  THE   SCHOOL  BOARDS   IN   PROVIDING   SCHOOL  ACCOMMODATIONS. 
London  taken  as  a  type.     (After  a  chart  by  Spaulding.) 

In  1872,  the  first  year  in  which  the  Board  Schools  made  returns,  the  average  attendance 
in  Voluntary  and  Board  Schools  was  1,327,432  and  8,726  respectively  j  in  1898  the  returns 
were  2,481,254  and  2,072,911  respectively.  Note  the  deficiency  in  school  accommodation  in 
1838,  and  that  the  Voluntary  schools  made  no  appreciable  gain  on  this  deficiency  up  to  1870. 


'I III:  .\i\i:ii:i:\Tii  cr.sn  uv  i\  Ksai.wn. 


' 

r 

"~ 

*OicENSU6-F0PULATI0K- 
t           (ENGLAND  AND' WALE 

1 

1    1 

"'! 

- 

1_ 

s.) 

IK 

I 

jTOTAuEXFENDITUKE-COR 
lElEMEMARY  EDUCATION 

"^1 

1 

14 

(ENGLAND   AND   WALES;, 

/ 

~ 

4- 

p 

1       1       1       .       1       1       1 

J 

1!) 

T 

FACH  YEAR.      1 

1    t 

f 

— 

1 

'       1              1 
GOVERNMENT-A 
AND  LOCAL  TA> 

1 

1 

) 

1? 

AT 

onI 

l7 

1 

1       i       1 

BOARD-SCHC 

EXPENSES. 

1 

^ 

OL 

^ 

i.yi 

J 

^ 

y 

/ 

- 

f 

.'■' 

; 

r 

!/ 

l> 

/ 

^ 

n 

;/ 

> 

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y 

8 

^ 

U" 

/ 

/ 

^ 

.-^ 

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'^l 

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/ 

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r^ 

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1   J 

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u    o 
O    =f 


28  '/! 
?7 

26 '/a 
24 

22 'A 
21 


INCOME    AXD    EXPENDITURE    FOR    ELEMENTARY    SCHOOLS. 


Based  on  the  returns  made  for  Day  Schools 
for  Annual  (Jrants.  (Compiled  from  statistics 
Annual  ]\ej)orts. ) 


and   Eveniufr  Continuation  Scliools  inspected 
,nven   in  the  English   Education  Department 


273 


THE    NIXETEENTH    CEXTURY   IN    ENGLAND. 


3  The  progress  of  primary  education  in  Great  Britain,  as  shown  by  the 
reduction  of  the  percentage  of  illiteracy. 


(Statistical  tables  from  Balfour,  Appendix  A.) 


Percentage  of  Persons  Married  who  Signed  the  Register  by  Mark. 
(Registrar-General's  Returns.) 

Percentage  of  Persons  Over  Five 
Years  of  Age  in  Ireland.  ( Census. ) 

Year 

England  and  Wales. 

Scotland. 

Ireland. 

Year. 

Unable  to 

Read 
or  Write. 

Able  to 

Men. 

Women. 

Men. 

Women. 

Men. 

Women. 

not  to  Write 

1841 
1851 
1861 

1871 
1881 
1891 

32.7* 
30.7 
24.6 
19.4 
13.5 
6.4 

48.9* 
45.2 
34.7 
26.8 
17.7 
7.3 

10.6:^ 

10.0 
7.1 
3.4 

21.3* 
19.6 
13.9 
5.3 

37.5* 

26.1 

19.4 

45.2* 

30.7 

19.4 

1841 
1851 
1861 
1871 
1881 
1891 

53* 

47 

39 

33 

25 

18 

19* 

20 

20 

17 

16 

11 

4  The  progress  of  education  in  England  as  shown  by  the  number  of  years 
of  schooling  that  each  individual  of  the  population  received  at  the 
different  dates.  (From  the  Eng.  Educ.  Dept.  Report,  1897-1898, 
p.  ix.) 

Date    1870     1880     1890     1897 

Years  of  schooling 2.55     5.19       6.13       7.05 


Developmknt  of  the  Board  Schools. 

(Tables  from  Rep.  U.  S.  Cam.  Educ,  1899-1900,  I,  pp.  1185,  1191.) 


1.  As  shown  by  the  number  of  children  in  aver- 
age attendance  in  public  elementary  day  schools, 
board  and  voluntary,  inspected  during  the  years 
1870-1899. 


Year  ending 
Aug.  31. 


1870... 
1871  .. 
1872... 

1873  .. 

1874  .. 
187.')... 

1876  .. 

1877  .. 

1878  .. 

1879  .. 
1880... 
1881 . . . 
1882  .. 
1883 . . . 

1884  .. 

1885  .. 

1886  .. 

1887  .. 

1888  .. 

1889  .. 

1890  .. 

1891  .. 

1892  .. 

1893  .. 
1891  .. 
189.'.   .. 

1896  .. 

1897  .. 

1898  .. 

1899  . 


Board. 


Voluntary. 


8,726 

69,983 

138,293 

227.285 

328,071 

427,533 

559,078 

669,741 

769,252 

856.351 

945  231 

1,0281904 

1,115,832 

1,187,4.55 

1,251,307 

1,315,461 

1,378,006 

1,424.835 

1,4.57,3.58 

1,491,571 

1..570,397 

1.688.668 

1,777,797 

1,879.218 

1,956,992 

2,016,547 

2.072,911 

2,137,805 


1,152,389 
1,231.434 
1,327,432 
1,412,497 
1,540,466 
1,609,895 
1,656,502 
1,723,150 
1,846,119 
1,925,2.54 
1,981,664 
2,007,184 
2,069,920 
2,098,310 
2,157,292 
2.183,870 
2,187,118 
2,211,920 
2,236,961 
2,2.57,790 
2,260,5.59 
2,2.58,3*5 
2,300.377 
2.411,362 
2,448,037 
2,445,812 
2,465,919 
2  471,996 
2,481,254 
2,499,133 


Board. 


0.0* 
0.0 
0.7 
4.7 
8.2 
12.4 
16.5 
19.9 
23.2 
25.8 
28.0 
29.9 
31.3 
32.9 
34.1 
35.2 
36.4 
37.3 
38.1 
.38.7 
39.2 
39.8 
40.6 
41.2 
42.1 
43.4 
44.2 
44.9 
45.5 
46.1 


2.  Progress  in  average  expenditure  (on  mainte- 
nance only)  per  scholar  in  average  attendance. 


Year  ending 
August  31. 

Board 
Schools. 

Voluntary 
Schools. 

1870 

£ 

s. 

d. 

£ 
1 

2 
2 

s. 
5 

5 

9 
10 
11 
13 
13 
14 
14 
14 
14 
14 
14 
15 
15 
16 
16 
16 
16 
16 
17 
17 
17 
18 
18 
19 
0 
2 
5 

d. 

5 

1871 

6J 

1872 

1873  

1 
1 

1 
1 
2 

2 

2 

2 
2 

2 
2 
2 
2 
2 
2 
2 
2 
2 
2 
2 

2 
2 
2 

s 

14 
15 
16 

1 
1 
1 
2 

i 
1 

1 
1 
1 

4 
4 
4 
4 
■5 
7 
8 
8 
8 
10 
11 
13 
13 
15 

5J 

n 

6i 
lU 

ii 

4.? 
14 
9J 
13 

"1 
94 

7 

lij 

1874 

lOi 

1875 

loi 

1876  

5i 

1877 

1878 

9 
0 

1879. 

1880  

1881 

1882  

6 

m 

6J 

1883 

1884  

188,-, 

lol 
94 

1886  

1887     

44 
44 

1888  

1889 

1890 

1891   

1892  

4 
4i 

94 

1893  

fii 

1894 

1895  

.If 

1896 

6i 

1897 

1898  

1899 

6 

4| 

li 

274  TEE    yiXETEEXTH    CEXTURY   IN    E'NGLAIXD. 

VIII  THE  SECONDARY  SCHOOL  PROBLEM.  (Acland  and  Smith;  Aron- 
stein;  Bremner,  pt.  1,  sect,  ii;  Browning,  ch.  xii;  §Fitch;  Parker; 
Ross,  eh.  vi ;  Sharpless,  chs.  iv-vi;  *Ware.) 

1  The  secondary  school  system  as  established  by  1600.     (Syllabus,  sect. 

XXVIII.) 

2  The  different  kinds  of  secondary  schools  now  in  existence. 

a  ' '  Public  Schools. ' '     ( Corbin  ;  Staunton ;  Syllabus,  sect.  XXVIII. ) 

b  "Grammar  Schools." 

c  The  Proprietary  Schools. 

d  Technical  Schools. 

e  Higher  Elementary  Board  Schools.       (Rep.  U.   S.   Com.  Educ, 

1899-1900,  I,  1210-1227.) 
f  Girls'  Schools. 

3  History  and  nature  of  each.     (Aronstein;  Syllabus,  sect.  XXVIII.) 

a  Nineteenth  century  progress. 

1)  AVork  of  Arnold,  Thring,  and  others  in  the  Public  Schools. 
(Aronstein,  pt.  ii ;  Carlisle ;  *Fitch;  Keep  ;  Parkin ;  Selfe ; 
Skrine;  Smith;  Stanley.) 

4  The  Report  of  the  Queen's  Commission  [1861-1864]  on  Public  and  En- 

dowed Schools.       (Report,  I;  Aronstein,  pt.  iv;  Barnard's  Jr., 
XV,  81-117;  Staunton.) 
a  Recommendations  of  this  Commission.       (Report,  I;   Aronstein, 

72-75;  Barnard's  Jr.,  XV,  113-117;  Staunton,  xlix-lvi.) 
b  The  Endowed  Schools  Act  of  1869.      (Organ,  Appendix;  32  and 
33  Vict.,  ch.  56.) 

5  Matthew  Arnold's  Reports  on  Secondary  Education.     (Arnold;  *Fitch, 

chs.  ix,  X.) 

6  The  Commission  of  1894-1896.       (Aronstein,   80-81;   ffFitch;  Rep. 

Com.  Sec.  Educ,  I;  Rep.  U.  S.  Com.  Educ,  189^1895,  I,  583- 
620,  and  with  accompanying  papers,  620-712.) 
a  Its  recommendations. 

7  The  new  Board  of  Education  [1899] .     ( fFitch ;  jHill,  VII,  1-10 ;  Rep. 

U.  S.  Com.  Educ,  1898-1899,  I,  42-47;  1899-1900,  I,  1223-1227.) 

8  The  present  condition  of  Secondary  Education.      (Acland  and  Smith; 

Aronstein,  pt.  ii ;  fFitch;  §Fitch;  fllill,  VI,  VII,  X;  Rep.  Com. 

Sec.  Educ,  I,  Pt.  2,  19-80.) 
a  Resources  for  national  secondary  education.      (*Ware,  ch.  ii.) 
b  Organization  of  resources;  the  duty  before  the  nation.      (Acland 
and  Smith;  Scott,  chs.  i,  ii.) 


275  TEE    XiyETEEXTH    CENTURY    IX    ENGLAND. 

IX  THE    ENGLISH   UNIVEESITIES. 

1  Nineteenth  century  history  and  present  status.       (Balfour,   eh.   HI,- 

A;  Campbell;  Parker;  Rep.  U.  S.  Com.  Ednc,  1899-1900,  I,  1230- 
1244;Timbs.) 

2  The  Universities  Commission  of  1872,  leading  to  the  revised  Statutes 

of  1881.      (Organ,  Appendix.) 

3  The  outlook. 

4  The  reconstructed  University  of  London.     (jHill,  VII,  507-519.)      , 

X  THE  DIFFICULTY  OF  EDUCATIONAL  REFORM  IN  ENGLAND. 

(All  articles  by  Fitch;  fHill;  Holman,  ch.  xi;  Macnamara;  Rep. 
U.  S.  Com.  Educ,  1899-1900,  I,  ch.  xviii ;  *Ware,  ch.  xi.) 

1  Influence  of  tradition.      (Scott.) 

2  Public  conscience  not  yet  thoroughly  awakened. 

3  Church  envy  and  jealousy.     (**Fiteh.) 

XI  PRESENT  STATUS  OF  ENGLISH  EDUCATION.  (Balfour,  chs.  I, 
A,  II,  A;  Bremner;  Macnamara;  Organ;  Rep.  U.  S.  Com.  Educ, 
1899-1900,  I,  ch.  xviii ;  Ross,  chs.  ii-vi ;  Sharpless,  chs.  ii-vi ; 
Spalding;  Stanley;  *Ware.) 

1  The  system  of  administration. 

a  The  Education  Department  of  1900  superseding  the  Committee 
of  the  Council  on  Education  and  the  Department  of  Science 
and  Art.  (Act  of  1899  :— Organ,  Appendix ;  62  and  63  Vict., 
ch.  33.) 

b  The  Royal  Inspector. 

e  Local  administration. 

2  Infant  Schools.      (Bailey.) 

3  Elementary  Schools. 

a  ''Voluntary  Schools." 

b  "Board  Schools."      (Balfour;  Spalding.) 

1)  In  cities. 

2)  In  rural  districts. 

4  Continuation  schools;  technical  schools.      (Balfour;  Bremner,  pt.  1, 

sect,  iv;  Reps.  Nat.  Assoc.  Prom.  Tech.  and  Sec.  Educ,  1888  to 
date;  t Sadler  and  EdAvards,  I,  54-55;  Stanley.) 

a  City  central  schools ;  higher  elementary  Board  Schools.  (Rep.  U. 
S.  Com.  Educ,  1899-1900,  I,  1210-1227.) 

b  Day  technical  schools. 

c  Evening  schools. 

d  Commercial  schools.      (Ileinig.) 


276  THE    MMJTEENTH    CEXTIRY    IX    ENGLAND. 

5  Special-class  schools.      (Balfour,  51-70.) 

6  "Grammar  Schools.'' 

7  "Public  Schools."   (Arnold;  Aronstein;  Kegan  Paul;  Minchin;  Eep. 

Com.  Sec.  Educ,  I;  Sharpless,  cli.  v;  Staunton,  Introduction.) 

8  Secondary  education.      (Rep.  Com.  Sec.  Educ,  I;  Scott.) 

9  Education  of  girls.      (Bremner.) 

10  Support  of  Schools.      (Rep.  Com.  Sec.  Educ,  I,  364-372;  f  Sadler  and 

Edwards,  I,  56-63.) 

11  Training  of  teg^ehers.      (Sharpless,  cli.  iii ;  Stanley,  ch.  vii.) 

a  The  superannuation  act  [1898]. 

XII  REFERENCES. 

1  Sources,  including  recent  laws. 

Arxold,  Matthew.     Repovis  on  Elementary  Schools,  1852-1882. 

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2  Important    Secondary    Autliorities    relating    to    llic    Parliamentary    struggle    for 

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Babnard,  Henry.     The  Elementary  School  Act  of  1870;  in  Barnard's  Jr.,  XXVI, 
577-598. 

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Craik,  Henry.     The  State  and  Education. 

MoRLEY,  John.  The  Struggle  for  National  Education. 
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SiiARPLESS,  Isaac.     English  Education. 

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and  Tendencies  of  the   Chief  Public  Educational  Experiments  in   Great 

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■"Kay-Shuttleworth,  Sir  Jas.     Puhlic  Education  as  Affected  by  the  Minutes  of 

the  Committee  of  Privy  Council,  18't6-lS52. 
tlvAY-SiiUTTLEWORTH,  SiR  Jas.     Four  Periods  of  Public  Education,  as  Reviewed 

in  1832,  1839,  18Jt6,  and  1862. 

4  Important    Secondary    Authorities    relating    to    the    development    of    elementary 

schools,  the  work  of  Bell  and  Lancaster,  and  pictures  of  the  condition  of 

education  at  various  periods. 
Barnard,  Henry.     History  of  Public  Education  in  England;  in  Barnard's  Jr., 

X,  323-531. 
Barnard,  Henry.     Charity  School  Sermon  (Rev.  Jos.  Parr)  ;  in  Barnard's  Jr., 

XXIII,  365-368.      (Same  in  ''Barnard.) 
Barnard,  Henry.     History  of  Pai'ochial  Schools;  in  Barnard's  Jr.,  XXVI,  641- 

644. 
*Barnard,  Henry.     English  Pedagogy,  Old  and  New.     (2d  Series.) 
fBARNARD,  Henry.     National  Education  in  Europe. 
CoRNWALLis,  C.  F.     The  Philosophy  of  Ragged  Schools.      (Small  Books  on  Great 

Subjects  Series,  Vol.  XVIII.) 
DONALSON,  Jas.     Lectures  on  the  History  of  Education  in  Prussia  and  Eng- 
land. 
Ellis,  A.  Caswell.     Sketches  of  the  Growth  of  the  Sunday-School  Idea;   in 

Ped.  Scm.,  Ill,  382-384. 
JFitch,  J.  G.     Educational  Aims  and  Methods. 
Gill.  John.     Systems  of  Education. 
Harris,  J.  H.     Robert  Raikes;  the  Man  and  his  Work. 
Holman,  H.     English  National  Education. 
Lecky,  W.  E.  H.     England  in  the  18th  Century,  VI. 


Till-:  \iMJTi:i:y,ni  ck.mi  in    i\  ksclwd.  278 

Leitcii.  .Tas.     I'nictical  Ediicatioiiulist.H  anil  iJieir  Systcni.i. 
Mac'AILAY,  Lord.     Jlitttory  of  England,  1. 

Meiklejohx,  J.  M.  D.     Ah  Old  Educational  Reformer,  Dr.  Andrew  Bell. 
SoiTiiEY,  llOBT.  and  C'liAS.  C.     The  Life  of  Iter.  Andrew  Bell,  II. 
Sydney.  \Vm.  C.     Em/land  mid  the  Enyli.'^h  in  the  ISth  Century,  II. 
Tkaill,  H.  D.     Social  Enyhnul,  VI. 

5  Jinpditant  .Sceondaiy  Autlioiities  iclatiiifjr  to  tlie  old  books  used  by  children. 

A.sHTO.v.  Joiix.      Chiip  Boohs  of  the  JSth  <'enlury. 

Baknakd,  Henry'.      A-B-C  Books  and  Primers;  in  H<irit<ird'>i  .Jr.,  XII,  50.3-000. 
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Field,  Mrs.  E.  M.      The  Child  and  His  Book. 

IIazlitt,  Wm.  Carew.      Schools,  School-Boohs,  and  Schoolniustcrs. 
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fTi'ER,  Andrew  \\'.     Old  Fashioned  Children's  Boohs. 
JTiER,  Andrew  W.     I'oraotten  Children's  Boohs. 

6  Works  relatinj?  to  the  recent  history  and  present  condition  of  English  education. 

AcLAND,  A.  11.  D..  and  Smith,  H.  L.      Stvdies  in  Secondary  Education. 
Bailey',   M.   E.     Hints  on   Introducing  the  Kindergarten  System  into  English 

Infant  Schools. 
Balfour,  Graham.      The  Educational  Systems  of  Great  Britain  and  Ireland. 
Bremner,  C.  S.      Education  of  Girls  and  Women. 
Ik'TLER,  N.  M.      Some  Phases  of  Present  Educational  Problems  in  Europe;   in 

Educ.  Rev.,  VII,  :^o()-•.i(n) .       (Also  in  Proc.  V.  E.  A.  for  1894.) 
Campbell,  Lewis.      On  the  yutionali.'iation  of  the  Old  English  Universities. 
EscoTT,  T.  H.  S.      England :  Its  Peojile,  Polity,  and  Pursuits. 
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§FiTCii,  J.  G.      Secondary  Education  in  England;  in  Educ.  Rev.,  I,  306-312. 
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l.)9-171. 
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XII,  1-15. 
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**i 


279  THE    NINETEENTH    CENTURY   IN    ENGLAND. 

Rep.  Com.  Educ.  Reports  of  U.  S.  Commissioner  of  Education,  Vol.  I,  as  follows: 


Title   of  the  Article. 


Report. 


Pages. 


Detailed  view  of  the  educational  system  in  England 

Religious  and  moral  training  in  public  elementary  schools 
in  England  and  Wales 

Brief  view  of  the  system,  with  current  statistics 

Educational  system  of  Scotland,  with  good  historical 
survey    

Elementary  Education  in  London  and  Paris.   A  comparison. 

Brief  view  of  systems  of  England  and  Scotland  with  cur- 
rent statistics  and  comparison  with  (1876)  (Eng- 
land)  and  1880   ( Scotland) 

Secondary  and  technical  instruction  in  Great  Britain 

Educational  system  of  Ireland 

Elementary  education  in  Great  Britain  and  Ireland,  1892 

Technical  Instruction  in  Great  Britain 

Brief  view  of  elementary  edvication  in  Great  Britain 

Religious  instruction  under  the  London  School  Board 

Great  Britain  and  Ireland,  statistics  and  movements,  1893. 

Systems  of  England  and  Scotland,  same  for  1894 

Report  of  the  Royal  Commission  on  Secondary  Education, 
with  accompanying  paj^ers,  etc 

The  English  education  bill  of  1896,  and  its  importance 

Education  in  Great  Britain  and  Ireland,  with  a  detailed 
statement  of  the  development  of  the  English  system .  .  . 

Statistics,  legislation,  1897 " 

Elementary  education  in  London 

Recent  proposals  pertaining  to  the  administration  of  the 
system ;  to  the  improvement  of  the  teaching  force ; 
the  extension  of  the  curriculum;  secondary  education; 
universities  and  colleges 

Brief  view  of  the  systems  of  elementary  education  in  Eng- 
land, Ireland,  Wales,  and  Scotland,  with  current  and 
comparative  statistics:  details  of  current  movements; 
education  bill  of  1899 . 

Development  of  English  secondary  schools  for  boys  (Aron- 
stein) .      Table  of  dates  of  foundations 

Brief  conspectus  of  the  English  system  of  elementary  edu- 
cation ;  current  statistics ;  new  legislation ;  higher 
elementary  schools;  secondary  education;  Universities. 


1888-1889 

78-111 

1888-1889 

438-457 

1889-1890 

237-248 

1889-1890 

187-236 

1889-1890 

263-280 

1890-1891 

125-134 

1890-1891 

135-150 

1890-1891 

151-164 

1891-1892 

97-104 

1891-1892 

10.5-137 

1892-1893 

203-208 

1892-1893 

208-218 

1893-1894 

16-5-185 

1894-1895 

257-273 

1894-189.5 

583-712 

1895-1896 

79-121 

1895-1896 

123-135 

1896-1897 

.3-14 

1896-1897 

1.5-27 

1897-1898 

133-167 

1898-1899 

3-65 

1899-1900 

4.5-84 

1899-1900 

1167-1243 

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in  Rep.  U.  S.  Com.  Educ,  1899-1900,  I.  45-83. 
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Liberal  Education,  edited  by  Rev.  F.  W.  Farrar. 
Parkin,  George  R.    Ednard  Thriny ;  Life,  Diary,  and  Letters. 
Scott,  R.  P.   (Ed.).     What  is  Secondary  Education? 
Selfe,  Rose  E.     Dr.  Arnold  of  liuyby. 
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IV,  413-421. 
Stanley,  Arthur  P.     Life  and  Correspondence  of  Thomas  Arnold. 
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281 


THE    NINETEENTH    CENTURY   IN    ENGLAND. 


Status  of  Primary  Instruction  in  Europe  as  Shown  by  the  Percentage  op  Illiteracy. 


Group. 


I     Per 
Countries  (or  States).      cent- 


Teutonic  na- 
tions. 


Mixed  Teu- 
tonic. 


Romanic, 
Teutonic, 
Magy  aric 
mixture. 


German  Empire. 


Prussia 

Bavaria 

Saxony 

Wurttemberg 

Baden  

Hesse 

Mecklenburg- 

Schwerin. 

Saxe- Weimar 

Meek  lenburg- 

Strelitz. 

Oldenburg  

Brunswick  

Saxe-Meiningen 

Saxe- Altenburg  — 
Saxe-Coburg- 

Gotha. 

Anhalt 

Scliwarzburg-S  o  n- 

dershausen. 
Schvvarzburg  -  R  u- 

dolstadt. 

Waldeck 

Reuss,  senior  line. . 
Reuss,  junior  line. 
Schaumburg- 

Lippe. 

Lippe  

Lubeck 

Bremen 

Hamburg 

Alsace-Lorraine  . . . 
Sweden  and  Norway.. 


Denmark. 
Finland.. 


Switzerland . 
Scotland 


Netherlands 


England 
France . . , 


0.11 

.16 
.02 
.02 
.03 
.02 
.10 

.05 
.00 

.29 
.10 
.11 
.09 
.00 

.00 
.00 

.00 

.00 
.00 
.00 
.00 

.00 
.00 
.00 
.00 
.00 
.10 

.n 

.54 
1.60 


.30 
3.57 
4.00 
5.80 
4.90 


Belgium  12.80 


Austria. 
Ireland. 


Hungary . 
Greece  ... 


Italy  

Portugal , 


Spain 

Slavic  n  a-  j  Russia 

tions.  1 

i  Servia , 

'  Roumania  , 


23.80 
17.00 


28.10 
30.00 


38.30 
79.00 


(iS.lO 
61.70 


86.00 
89.00 


Date. 


1896 

1896 
1896 
1896 
1896 
1896 
1896 

1896 
1896 

1896 
1896 
1896 
1896 
1896 

1896 
1896 

1896 

1896 
1896 
1896 
1896 

1896 
1896 
1896 
1896 
1896 
1896 
1893 

1891 
1892 


1897 
1893 
1897 
1893 
1897 

1897 

1895 
1893 

1894 
1897 

1895 
1890 

1889 
1894 

1890 
1892 


Sex. 


How  Found. 


Sources  of 
Information. 


Male. 


Male  and    fe- 
male over  10 
years. 
Male. 

Ilale  and    fe- 
male. 
Male. 

Male  and    fe- 
male. 
Male. 


Male  and 
male. 
Male. 
Male  and 
male. 
Male. 
Male  and 
male. 
Male. 


Army  recruits. 


Imperial  bureau  of 
statistics,  Berlin. 


Census. 


Army  recruits. 

Signing  marriage 
certificates. 
Army  recruits. 

Signing  marriage 
certificates. 
Army  recruits. 


Signing  marriage 
certificates. 
Army  recruits. 
Census. 

Army  recruits. 
Census. 

Army  recruits. 


Hii  b  n  e  r'  s  Annual 
Tables. 


Schweizerische   Leh- 

rerzeitung 
State  s  m  a  n'  s  Y  e  a  r- 

book. 
Hiibner's  Annual 

Tables. 
States  man's  Y  e  a  r- 

book. 
Levasseu  r'  s  S  t  a  t  i  s- 

tique. 


Hiibner's  Annual 

Tables. 
Army  Returns. 
States  m  a  n'  s  Y  e  a  r- 

book. 
Army  Returns. 
Hiibner'  s  An  n  ual 

Tables. 


(From  Rep.  U.  S.  Com.  of  Educ,  1899-1900, 1,  p.  785. 


XL     EUROPEAN    INFLUENCES   ACTING   ON 
AMERICAN  EDUCATION. 

[Note: — This  section  is  not  intended  to  be  more  than  a  syllabus  outline  of  the  principal 
foreign  influences  which  have  aflected  American  education,  with  a  few  statistical  tables 
on  the  development  of  American  systems  since  the  establishment  of  a  National  Bureau  of 
Education.  It  is  in  no  sense  intended  as  an  outline  of  the  history  of  education  in 
America.      The  bibliography  attached  embraces  but  a  few  titles.] 

A     Early  Foundations. 

I  EARLY  EDUCATIONAL  FOUNDATIONS  IN  COLONIAL  AMERICA. 
1  New  England  and  Virginia. 

a  State  of  education  in  England  in  the  17tli  century.     (Syllabus, 

sect.  XXVIII.) 
b  The  Puritans  of  Massachusetts  Bay.     (*Martin,  1-89.) 

1)  English  education  transplanted.      (*IIinsdale,   I,   592-594; 

*Martin,  1-12.) 

a)  Boston  Latin  School  [1635]. 

b)  Harvard  College    [1636]. 

c)  Elementary  education  began  as  a  function  of  the  home, 

and  in  dame  schools. 

2)  Transformation  of  English  education. 

*  a)   Great  influence  of  the  Puritan  religion.     (Ford,  2-3.) 

1]   Need  of  an  educated  ministry  and  laity. 
b)   Elementary  education  became  an  important  concern. 
1]   Ordinance  of  1642.     (fHinsdale,  1231.) 
2]   Probable  influence  of  Comenius.     (*IIinsdale,  591.) 
e)   Organization  of  school  systems.     (Clews,  58-69.) 
1]   Ordinance  of  1642. 
e  Spread  of  the  movement  to  other  New  England  colonies. 

1)  The  Connecticut  law  of,  1650.     (fHinsdale,  1240-1242.) 

2)  The  New  Haven  law  of  1655.     (fHinsdale,  1243-1245.) 

3)  The  Plymouth  laws  of  1658  and  1672.     (fHinsdale,  1238- 

1239.) 

4)  The  New  Hampshire  law  of  1693.      (CIcavs,  164-168.) 

d  Causes  of  the  educational  leadership  of  New  England.      ( f  Martin, 

404-405;  Ford,  2-3;  Fiske,  140-144.) 
e  The  Virginians.      (Eggleston,  ch.  v.) 

1)  Early  educational  projects.      (Eggleston,  219-221.) 

a)   Henrico  college.     Influence  of  John  Brinsley.     (Sylla- 
bus, p.  170.) 

282 


33 


283  EUROPE  AX   lyFLVEyCES   ACTlSd    OX    AM  ERIC  AX   EDUCATION. 

2)  The  first  Schools.      (Eggleston,  221-223.1 

a)  Secondary  bequests  and  foundations. 

b)  Private  elementary  schools. 

c)  The  College  of  William  and  Maiy  [1693]. 

3)  Other  methods  of  education. 

a)  Tutorial  system. 

b)  Indentured  servants. 

c)  Education  of  children  in  European  schools. 

2  The  Quakers  of  Pennsylvania.      (Powell,  27-33;  Wickersham,  19-50.) 

a  William  Penn  attempts  to  establish  an  educational  system. 

1)  The  Great  Law  of  1682.      (Wickersham,  32-36.) 

2)  The  Law  of  1683.      (Wickersham,  39-41.) 

3)  The  William  Penn  Charter  School   [1689].     (AVickersham, 

41-50.) 
b  Attitude  of  the  Quakers  toward  higher  education. 

3  The  educational  contribution  of  the  Dutch. 

a  State  of  education  in  Holland  in  the  17th  century.     (Campbell,  I, 

158-162;  fFiske,  16-19.) 
b  Schools  founded  in  New  Amsterdam.     (Boese,   11-14;   Randall, 

3-5.) 

1)  The  first  elementary  school  in  America. 

a)   The  school  of  Adam  Roelandsen  [1633] . 

2)  The  earliest  secondary  school  in  New  Amsterdam. 

a)   The  Dutch  Latin  School  [1659], 
c  Possible  influence  of  the  Dutch  on  the  English  Puritans.     (Camp- 
bell, I,  481-509,  II,  405-467  ;  Draper ;  fFiske.  30-35;  fMartin; 
JMartin.)  . 

1)  Of  Holland  on  England. 

2)  Of  New  Amsterdam  on  New  England. 

4  The  educational  influence  of  the  Scotch-Irish.      (Campbell,  II,  479- 

480.) 
a  Their  contribution  to  higher  education  in  America.      (Adams,  227, 
230,  293-299.) 

1)  Influence  on  Princeton  College. 

2)  Founded  Washingt(m  and  Lee  University,  Ya.,  and  Hamp- 

den-Sidney  College, 
b  They  fostered  the  movement  for  schools  in  the  Southern  colonies, 
—North  Carolina,  Virginia,  Tennessee,  and  had  an  important 
influence  on  the  spread  of  education  in  the  South  and  West. 
(Adams,  292-294;  Bush,  11;  Campbell,  II,  480-486;  Meri- 
wether, 18;  Powell,  38-39.) 

5  Schools   founded   by   the   INIoravians   and    Swedes.       (^ Powell,    11-21; 

Smith,  46-47.)' 


284  EUBOPEA]^'   IyFL^E^^CES   ACTING   OA^   AMERICAN   EDUCATION. 


B   Later  English  Influence. 

I  THE  EARLY  ENGLISH  ACADEMY  MOVEMENT. 

1  The  Non- Conformist  Academies  of  England. 

2  Probable  English  origin  of  the  idea  and  name.      (*Brown,  VI,  225- 

232;  fBrown;  *Martin,  119-120;  Steiner,  47-48.) 

3  The  work  of  Benjamin  Franklin.     (*Brown,  VI,  225-232 ;  AVickersham, 

58-63.) 
a  His  Project  for  an  Academy. 
b  Founded  the  first  Academy  at  Philadelphia   [1751]. 

4  Influence  of  George  Wliitefield.     (*Brown,  VI,  228-230.) 

a  His  widespread    influence  in  America. 

b  His  proposal  to  add  an  Academy  to  his  Georgia  Orphan  House 
■    [1767]. 

5  Character  of  the  English  and  American  academies.       (*Brown,  VI, 

226-232,  533-534.) 
a  Course  of  study, 
b  Theological  bent.     Philips  Academy  at  Andover. 

6  Academies  founded  in  great  numbers  after  the  Revolution. 

a  Centers  of  influence. 

b  State  systems  of  academies. 

1)   The  University  of  the  State  of  New  York. 

7  Some  lasting  effects  of  the  academies.      (*Brown,  VI,  533-536,  VII, 

112;  fBrown;  Martin,  127-134.) 
a  Influence  on  the  college  curriculum, 
b  Influence  on  the  later  normal  schools. 

1)  Forerunners  of  the  normal  schools. 

2)  Hall's  Seminary  for  teachers  at  Philips  Andover  Academy 

[1830]. 
c  Higher  education  of  women. 

1)  Coeducational  nature  of  many  academies. 

2)  Founding  of  girls'  seminaries. 

a)  Work  of  Mary  Lyon, 
d  Private  and  public  high  schools  a  later  development. 

II  THE    SOCIETY    FOR    THE    PROPAGATION    OF    THE    GOSPEL. 

1  Its  origin  and  purpose.      (Powell,  34-35.) 

2  Its  work. 

a  In  New  York. 

b  In  Maryland.      (Powell,  75.) 

c  In  South  Carolina.      (Meriwether,  13-14,  18,  109.) 


285  ErROPEAS   iM-LUEyCES   ACTING   OX   AMERICAN   EDUCATION. 

3  Attempts  to  educate  the  lower  races. 

a  The  Indians.      (Clews,  15-16;  Stockwell,  416-417.) 
b  The  negro  slaves.      (Powell,  35.) 

4  Other  societies  founded  in  imitation  of  this  society. 

IV  THE  SUNDAY  SCHOOL  MOVEMENT  IN  AMERICA. 

1  Early  religious  instruction  in  America.      (;l;Brown,  17-19.) 

a  In  the  home. 

1)  The  Massachusetts  law  of  1642. 

2)  The  Connecticut  law  of  1650. 
b  In  the  school. 

c  In  the  church. 

1)  Vote  of  Plymouth  Church  [1680]. 

2  The  First  Sunday  Schools. 

a  All  education  largely  religious  in  purpose. 
b  Few  special  religious  schools  conducted. 
•  1)  Among  the  Puritans  of  New  England.      Plymouth  [1669]  ; 

Roxbury  [1674];  Bethlehem,  Conn.   [1740]. 

2)  Among  the  Dunkers  of  Pennsylvania.      Ephrata  [1740]. 

3  Raikes'  system  introduced. 

a  Robert  Raikes  and  the  Sunday  School  in  England.      (Syllabus, 

p.  263.) 
b  Conditions  preceding  its  introduction  into  America. 

1)  Decrease  of  the  enthusiasm  for  learning  and  religious  in- 
struction.    (*Martin,  69-73.) 

a)  Increasing  sectarianism. 

b)  Growing  secularization  of  education, 
c  Nature  of  the  Sunday  Schools. 

1)  Education  both  secular  and  religious. 

2)  Object  to  educate  the  ignorant  and  vicious. 

d  Schools  established  by  individuals.      (i^Brown,  21-22,   231-233; 
Tolman,  16;  Stockwell,  31.) 

1)  School  at  the  house  of  Thos.  Crenghaw,  Hennaver  County, 

Va.  [1786]. 

2)  School  for  African  Children,  Charleston  [1787]. 

3)  Katy  Ferguson's  School  for  the  Poor,  N.  Y.  [1793]. 

4)  Samuel  Slater's  Factory  Sunday  School,  Pawtucket,  R.  I. 

[1797]. 

4  Clmrch  control  of  Sunday  Schools.     (:j:Brown,  22-24.) 

a  Rise  of  private  schools  stimulated  the  churches  to  action. 

1)  John  Wesley  and  the  Methodists. 

2)  The  Universalists.     Other  denominations. 


286  EUROPEAN   INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

b  Influence  of  the  increased  church  interest  on  the  nature  of  the 
Sunday  school  [Early  19th  century]. 

1)  Church  soon  superseded  private  control. 

2)  Religious  instruction  superseded  secular. 

3)  Schools  open  to  all  instead  of  to  only  the  poor  and  lowly. 

4)  Voluntary  teachers. 

5  Further  growth  through  the  agency  of  the  Unions.     (JBrown,  24-38.) 

"The  First  Day,  or  Sunday  School  Society  of  Philadelphia"  [1791]. 

"The  Evangelical  Society  of  Philadelphia"   [1808]. 

"  The  Female  Union  Society  for  the  Promotion  of  Sabbath  Schools,"  New 

York  [1816]. 
"The  New  York  Sunday  School  Union"  [1816]. 
"  The  Boston  Society  for  the  Moral  and  Eeligions  Instruction  of  the  Poor  " 

[1816]. 
"The  Philadelphia  Sunday  and  Adult  School  Union"  [1817]. 
"The  American  Sunday  School  Union"   [1824]. 

6  Influence  of  the  movement  on  education.     (Wightman,  11-17.) 

a  Stimulating  influence  on  public  primary  education, 
b  The  later  secularization  of  public  education  made  easier  to  accom- 
plish. 

IV  THE  LANCASTRIAN  MOVEMENT  IN  AMERICA. 

1  Work  of  Bell  and  Lancaster  in  England.     (Syllabus,  sect.  XXXIX.) 

2  The  method  introduced  in  New  York    [1806].      (Boese,   27,   31-34; 

Bourne,  9-20;  Randall,  28-32.) 
a  ''The  Free  School  Society."' 

1)  Visit  of  Benj.  D.  Perkins  to  Borough  Road  School,  London. 

2)  Appropriation  Act  passed  by  the  State  Legislature, 
b  Perfecting  the  system  of  instruction. 

1)  Charles  Picton  arrived  from  England. 

2)  Joseph  Lancaster  lectured  on  his  method. 

3)  Shepherd    Johnson    sent    to    Philadelphia   to    observe   and 

report  [1818]. 
c  Plan  outlined  for  the  training  of  teachers, 
d  Spread  of  the  system  to  other  societies. 

1)  "The  Manumission  Society." 

2)  "The  Female  Association." 

3)  Dutch  Reformed,  Catholic,  and  other  religious  So(?ieties. 

3  Adoption  of  the  method  in  Pennsylvania. 

a  Introduced  by  private  initiative. 

1)  Thomas  Scattergood 's  Charity  Schools. 

2)  James  Edward's  School  [1817]. 

3)  Lectures  by  Edward  Baker. 


287  EUROPEAN   INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

h  Incorporation  into  school  systems. 

1)  The  city  of  Philadelphia  [1818]. 

2)  The    counties    of    Dauphin,    Cumberland,    Lancaster,    and 

Allegheny  [1821]. 

3)  The   City  of  Lancaster,   and  other  incorporated  boroughs 

[1822]. 
c  Schools  for  the  training  of  teachers.     (Wickersham,  610-611.) 

1)  Establishment  of  model  and  practice  schools  [1818]. 

2)  Philadelphia  a  center  of  supply  for  Laneasterian  teachers. 

3)  "Pennsylvania  Society  for  the  Promotion  of  Public  Schools" 

sent  many  teachers  elsewhere  [1828]. 
d  Invitation  to  Joseph  Lancaster  to  assist  and  supervise  the  system 
in  Philadelphia. 

4  Joseph  Lancaster  came  to  America    [1818].      (Bourne,  32,  172-173, 

687-688,  693-698;  Wickersham,  254-285.) 
a  Lectured  in  New  York  under  the  auspices  of  the  Public  School 

Society, 
b  Went  to  Philadelphia  to  assist  in  the  organization  of  the  system. 

1)  Made  principal  of  the  model  school. 
c  Went  to  Baltimore  [1821]. 
d  Visited   South   America   on   the   invitation   of   General   Bolivar 

[1823]. 
6  Inspected  the  schools  of  New  York  [1838]. 
f  Died  at  Williamsburg  [1838]. 

5  Further  spread  of  the  movement  in  America. 

a  In  Maryland.      (*Steiner,  57-62.) 

1)  "The  Lancaster  School  Society  of  Georgetown." 

2)  The  Maryland  Act  of  1825. 

3)  The  system  adopted  at  Baltimore  [1828]. 
b  In  Rhode  Island.      (Stockwell,  254-256,  294.) 

1)  The  system  adopted  by  Newport    [1827],   and  Providence 

[1828]. 

2)  At   Bristol.       Storr's   Private    School    [1826].       The   town 

School  [1828]. 
c  In  Massachusetts.      (Wightman,  35-38,  89,  93,  103-104,  116.) 

1)  Boston  primary  schools. 

a)  Option  of  adoption  granted   [1818]. 

b)  System  introduced  into  one  school  in  each  ward  [1827]. 
e)  Further  adoption  left  to  ward  committees  [1828]. 

2)  First  intermediate  schools  established  in  Boston  with  this 

system  [1820], 

6  Influence  of  the  movement  on  education. 

a  Made  the  concept  of  a  public  education  for  all  seem  possible. 


288  EUROPEAN   INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

b  Introduced  the  training-school  idea  into  America,  and  prepared 
the  way  for  the  State  Normal  School  movement  of  the  next 
decade. 

1)  Agitation  of  Horace  Mann  and  others. 

2)  The  first  State  Normal  Schools  in  America. 

V  THE  INFANT  SCHOOL  MOVEMENT. 

1  Origin  and  spread  of  the  movement  in  England.     (Syllabus,   sect. 

XXXIX.) 
a  Eobert  Owen  and  his  school  at  New  Lanark  [1816].      (Barnard's 

Jr.,  XXVI,  -411-412.) 
b  The  London  Association. 

1)   Efforts  of  the  Marquis  of  Lansdowne  and  Lord  Brougham, 
c  Further  development  under  the  influence  of  Sam'l  Wilderspin  and 

the  Mayos  [1824-1836]. 
d  "The  Home  and  Colonial  Infant  Society." 
e  Spread  of   Infant   Schools  in   England,   Ireland,   and   Scotland. 

2  Introduction  of  Infant  Schools  into  Pennsylvania.    (Wickersham,  285.) 

a  Individual  Infant  Schools — Robert  Vaux. 

b  Three  Infant  School  societies  formed  in  Philadelphia  [1827-1828]. 

1)  Purpose  of  their  schools. 

2)  Rapid  growth  up  to  1830. 

c  Gradual  incorporation  into  school  systems. 

1)  Act  of  the  Legislature  permitting  controllers  to  found  public 

Infant  Schools. 

2)  Act  authorizing  the  payment  of  money  to  Infant  Schools 

already  established  [1830]. 

3)  Experimental  Infant  Model  School  established  [1832]. 

4)  Six  additional  schools  provided  for  [1834]. 

5)  Thirty  primary  schools  with  female  teachers  established  by 

1837. 

3  Introduction  and  development  in  New  York.      (Boese,  50-53;  Bourne, 

108;  Randall,  72-74.) 
a  "The  Infant  School  Society"  organized  [1827].      (Boese,  50.) 
b  Establishment  of  the  first  schools.     (Boese,  50-51;  Bourne,  658- 
659.) 

1)  Pestalozzian  ideas  dominant. 

2)  Success  of  the  society  schools  by  1827. 

c  The  Female  Association  took  up  the  Infant  School  idea  [1828]. 

(Bourne,  656-657.) 
d  Gradual  incorporation  into  the  public  school  system.       (Boese, 

51-53;  Bourne,  108,  149,  658-664.) 


289  EUROPEAN  INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

1)  The  Junior  Department  in  Public  School  No.  8  [1827]. 

a)  Younger  children  separated  from  the  older  children. 

2)  Trustees  appointed  several  successive  committees  [1827]. 

a)   Favorable  report  on  the  new  plan  [1828]. 

3)  Infant  department  opened  in  Public  School  No.  10  [1828]. 

4)  Second  committee  appointed  to  investigate  [1829]. 

a)  Favorable  report  on  Infant  Schools  [1830].  Report 
favored  female  teachers,  and  opposed  the  Lancasterian 
methods. 

5)  Resolution  of  the  Public  School  Board  [1830]. 

a)  Junior  and  Infant  Departments  to  be  called  Primary 

Departments. 

b)  Steps  taken  toward  the  establishment  of  such  depart- 

ments in  every  building. 

c)  Ten  schools  organized  by  1832  and  fifty-six  by  1844. 

6)  Final  incorporation  into  the  public  school  system  when  the 

Legislature  provided  additional  means. 

4  Spread  of  the  movement  elsewhere. 

a  Hartford,   Conn.    [1827]  ;  Boston,   Mass.    [1828]  ;   Charleston,  S. 
Car.  [1828]. 

5  Results  of  the  movement  in  America. 

a  Organization  of  primary  instruction, 
b  Introduced  at  an  opportune  time. 

1)  Lancasterianism  waning, 

2)  Small  group  work  replaced  mass  instruction, 
c  Showed  the  superiority  of  Pestalozzi's  ideas. 

1)   Pestalozzian  methods  superseded  the  Lancasterian. 
d  Tended  to  dignify  educational  work. 

1)  A  deeper  philosophic  interpretation  given  to  education. 

2)  Better  trained  teachers  demanded,  and  a  preference  given  to 

female  teachers  for  younger  pupils, 
a)   This  contributed  to  the  Normal  School  movement. 

C     French  Influence. 

I  THE  BEGINNINGS  OF  GENERAL  FRENCH  INFLUENCE.      (*Hins- 
dale,  594^596.) 

1  French  travelers  during  the  pre-Revolutionary  period. 

2  Intimate  relations  of  France  and  America  during  the  Revolution. 

a  French  officers;  French  capital;  French  ideas. 

3  American  statesmen  and  French  ideas. 

a  Franklin;  Adams;  Jefferson. 


290  EUROPEAN   INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

4  Chevalier  Quesnay  de  Beaurepaire  and  ''The  Academy  of  Sciences 
and  Arts  of  the  United  States  of  America"  [1778-1838] .  (Adams, 
22-26 ;  *Hinsdale,  597-598.) 

a  Its  purposes. 

b  Widespread  interest  in  the  project,  in  both  America  and  Europe. 

II  THOMAS  JEFFERSON  AS  A  PROPAGANDIST  OP  FRENCH 
IDEAS.   (*Hinsdale,  598-599.) 

1  His  Avide  acquaintance  with  French  ideas  and  culture. 

a  Residence  abroad  [1784-1789J. 

b  Part  in  the  "Quesnay  project"  [1788]. 

2  His  educational  activity. 

a  The   "Bill   for   the    General   Diffusion   of   Knowledge"    [1779], 

(Adams,  31-32,  41-42,  49.) 
1)  Ideas  ultimately  change  the  curriculum  of  Wm.  and  Mary 
College, 
b  Project  for  the  removal  to  America  of  the  Swiss  College  of  Geneva 

[1795].     (Adams,  53-54.) 
c  The  Tractate  on  National  Education  issued  at  Jefferson's  request 

[1800]. 
d  Part  taken  in  the  establishment  of  the  University  of  Virginia 

[1825].      (Adams.) 

Ill  FRENCH  IDEAS  IN  THE  ORGANIZATION  OF  STATE  SYSTEMS 
OF  EDUCATION.      (*Brown,  VI,  236-238,  527;  *Hinsdale.) 

1  The    educational    ideas    of    the    French    theorists.       (Syllabus,    sect. 

XXXIII.) 

2  The  University  of  the  State  of  New  York  [1784,  1787]. 

3  The  University  of  Georgia  [1785]. 

4  The  "  Catholipistemiad, "  or  University  of  Michigan  [1817].     (*Hins- 

dale.) 

5  Late  traces  in  other  States. 

a  Wisconsin ;  Louisiana ;  California  ;  Maryland. 

D     German   Influence. 

I  BEGINNINGS  OF  THE  GERMAN  INFLUENCE. 

1  Indirect  influence  through  England.     (*Hinsdale,  603-604.) 

2  American  interest  in  German  education  awakened.     (*Hinsdale,  604- 

615,  624-625.) 
a  Franklin's  visit  to  Gottingen  [1766]. 


291  EUROPEAN   INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

b  American  students  at  German  universities  [1789-1850].     (*IIins- 
dale  for  list  and  dates.) 
1)   Ticknor;  Everett;  Bancroft;  Cogswell, 
c  ]\ladame  de  Stael's  Oermany  [1818]  awakened  interest  in  German 

'literature  and  culture, 
d  Introduction  of  German  into  Harvard  College  [1825]. 
3  Visits  of  Americans  to  the  schools  of  Swiss-German  theorists. 

a  Dr.  Cogswell  visited  Fellenberg  at  Hofwyl  [1818]  and  Pestalozzi 
at  Yverdon  [  1818-1819] .     (*Hinsdale,  616-620 ;  Wickersham, 
658-G59.) 
b  John  Griscom  visited  Pestalozzi  [1818-1819]. 
c  Wm.  McClure  of  Philadelphia  and  C.  Cabell  of  Virginia  visited 
Pestalozzi   [1805]. 
•4  Reports  on  German  education  of  the  time  which  greatly  influenced 
American  thought, 
a  John  Griscom 's  .1  Year  in  Europe  [1819?]. 

b  Victor  Cousin's  Report  on, the  State  of  Public  Instruction  in  Prus- 
sia [1832;  Am.  Ed.,  1835]. 
c  A.  D.  Bache's  Reports  on  Education  in  Europe  [1839]. 
d  C.  E.  Stowe's  Report  on  the  Primary  Scliools  of  Germany  [1839]. 
5  Great  influence  of  German  university  ideas  and  ideals  on  the  American 
colleges  between  1850  and  1870. 

II  PESTALOZZIANISM  IN  AMERICA.     (Barnard's  Jr.,  XXX,  561-572; 

Krlisi,  228-248.) 

1  The  work  of  Joseph  Neef,  a  disciple  of  Pestalozzi.     (Monroe.) 

a  Wm.  McClure  induced  him  to  come  to  America  [1806]. 
b  He  opened  a  school  at  Philadelphia  [1809]. 

c  Later  schools  in  Pennsylvania;  Indiana    [New  Harmony]  ;  and 
Ohio   [1812-1834].     His  publications. 

2  The  Round  Hill  School    [1823-1839].      (*Hinsdale,   616-618;   Ecluc. 

Rev., , .) 

a  Founded  by   Cogswell   and   Bancroft.     Application   of  the   new 
theories  to  American  education. 

3  The  Infant  School  movement  an  English  reflection  of  Pestalozzianism. 

(*Barnard,  32.) 

4  The  Fellenberg  Manual  Labor  movement  an  application  of  Pestaloz- 

zi's  ideas  to  agriculture  and  industrial  training. 

5  Other  evidences  of  the  influence  of  Pestalozzi.      (Kriisi,  230-248.) 

a  The  work  of  the  Alcotts,  and  others, 

b  The  agitation  for  better  trained  teachers. 

1)  "Work  of  the  Oswego  Normal  School. 
c  Changes  in  text  books  and  methods  of  instruction. 


292  EUROPEAN  INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 

Ill  THE  FELLENBERG  MANUAL  LABOR  MOVEMENT. 

1  The  idea  in  Europe.     (Hartwell,  20-21.) 

2  Success  of  Fellenberg  and  his  followers  at  Hofwyl  [1807-1848]. 

3  Attitude  of  the  Leading  American  educators.     (Boykin,  506;  Hart- 

well,  15-16.) 
a  President  Wheelock  of  Dartmouth  College, 
b  Dr.  Benj.  Rush  of  the  University  of  Pennsylvania. 

4  Causes  leading  to  its  adoption  in  America.     (Boykin,  506;  Hartwell, 

a  Educational  value  of  combined  industrial  and  intellectual  training, 
b  Pecuniary  profit  from  the  agricultural  and  mechanical  work. 

5  The  first  schools. 

a  School  at  Lethe,  Abbeville  District,  S.  Car.  [1797]. 

b  Gardiner  Lyceum,  Maine    [1823]. 

c  Fellenberg  School,  Windsor,  Conn.  [1824]. 

6  The  most  influential  institutions. 

a  The  Oneida  Institute  of  Science  and  Industry,  Whitesboro,  N.  Y. 
b  Andover  Theological  Seminary,  Andover,  Mass. 

7  More  recent  developments  in  America,  only  indirectly  related  to  the 

above, 
a  The  Agricultural  and  Mechanical  Colleges  [Land  Grant  Colleges; 

Morrill  Act,  1862] . 
b  The  Manual  Training  movement,  which  owes  its  origin  to  Russian 
and  Swedish  influences.     [Centennial  Exhibition,  1876.] 

IV  FROEBEL  AND  THE  KINDERGARTEN  MOVEMENT. 

1  The  development  of  the  Kindergarten  in  Germany.     (See  Syllabus, 

sect.  XXXV,  C.) 

2  The  pioneers  in  the  American  movement.     ( f  Barnard,  10-16,  529,  651, 

672;  Blow,  3-4.) 
a  Miss  Elizabeth  Peabody. 

1)  First    experimental    kindergarten    in    the    public    schools 

[1868]. 

2)  Efforts  leading  toward  the  philanthropic  movement, 
b  Miss  Boelte  (Mrs.  John  Krause)  at  New  York. 

1 )  First  private  Kindergarten  in  Miss  Haines  School  for  Young 

Ladies    [1872]. 

2)  Krause  Kindergarten  and  Normal  Class  [1873]. 

3  The  philanthropic  movement,     (f  Barnard,  665-672;  Blow,  4-5.) 

a  The  Hill  Charity  Kindergarten,  Florence,  Mass.  [1874]. 
b  The  Quincy  Shaw  Kindergartens,  Boston   [1878]. 
c  Miss  Sarah  B.  Cooper,  ]\Iiss  Marwedel,  and  others,  and  the  "  Gold- 
en Gate  Kindergarten  Association"  of  San  Francisco. 


293 


EUROPEAN  INFLUEXCE8   ACTING   ON   AMERICAN   EDUCATION. 


d  Spread  of  the  charity  movement  to  other  cities. 

4  The  movement  toward  the  incorporation  of  the  Kindergarten  into  the 

public  school  system,     (f Barnard,  651-653;  Blow,  5-10;  Harris.) 
a  First  permanent  adoption  at  St.  Louis  [1873]. 
b  Subsequent  adoption  in  many  cities. 

5  The  movement  for  the  establishment  of  normal  schools  for  Kindergar- 

ten teachers.     (Blow,  40-42.) 

6  Other  movements  stimulated  by  the  Kindergarten  movement. 

a  Training  for  motherhood, 
b  Mothers'  meetings, 
e  Settlement  work. 

V  TliE  IDEAS  OF  HERBART. 

1  Ilerbart's  contribution  to  educational  theory,  and  the  extension  and 

application  of  his  ideas  in  Germanv.     (See  Svllabus,  sect.  XXXV, 
B.) 

2  Awakening  of  American  interest  in  Herbart's  philosophy.     (Syllabus, 

p.  222.) 
a  American  students  in  German  universities, 
b  Translation  of  Herbart's  works  into  English, 
c  Personnel  of  the  American  movement. 
8  "The  Herbart  Club"  [1892-1901]. 
a  Its  purpose,  work,  and  influence. 


E.    Selected  Statistics. 

(From  the  Report  U.  S.  Commissioner  of  Education,  1899-1900.) 

Increask  in  School  Attendance. 
Average  number  of  years  of  schooling  {of  200  days  each)  that  each  indivichml  of  the  population  received  at 
the  different  dates  specified  m  the  table,  taking  into  account  all  public  and  private  schooling  of  whatever 
grade. 


1800. 

1840. 

1850. 

1860. 

1870. 

1880. 

1890. 

1892. 

1893. 

1894. 

1895. 

1896. 

1897. 

1898. 
5.00 

1899. 
4.96 

1900. 

United  States.. 

.41 

1.04 

2.25 

2.17 

3.36 

3.96 

4.46 

4.49 

4.52 

4.72 

4.75 

4.83    4.93 

4.99 

N.  Atlantic  Div. 
S.  Atlantic  Div.. 
S.  Central  Div.   . 
N.  Central  Div  . 
AVestern  Div  — 

5.06 
1.23 
1.12 
4.C1 
3.56 

5.69 
2.22 
1.86 
4.65 
4.17 

6.05 
2.73 
2.42 
5.36 
4.57 

6.18 
2.74 
2.69 
5.21 
5.07 

6.10 
2.79 
2.64 
5.38 
4.93 

6.35 
2.95 
2.89 
5.57 
5.01 

6.47 
2.95 
2.65 
5.69 
5.43 

6.52  i-6.64 
2.93  '  2.98 
2.70    2.89 
5.84  :  5.87 
5.46  i  5.78 

6.75 
3.14 
2.95 

5.87 
5.77 

6.70 
3.05 
3.15 
5.71 
5  76 

6.71 
3.02 
2.96 
5.94 

5  82 

EUROPEAX   IXFLIEXCES   ACTiy<;    O.V    AMUflCW    EDUCATION. 


294 


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295 


EUROPEAN   INFLUENCES   ACTING   ON   AMERICAN   EDUCATION. 


Progress  of  School  Expenditure. 


state  or  Territory. 


Total  Amount  Expended  for  Schools. 


1870-71. 


1879-80 


1889-90. 


1899-1900. 


Expended  Per  Capita  of 
Population. 


1870- 
71. 


1879- 


1889- 
90. 


1899- 
1900. 


United  States 

North  Atlantic  Division. 
South  Atlantic  Division 
South  Central  Division  . 
North  Central  Division  . 
Western  Division 


9,107,612  I  $78,094,687 


$140,506,715  $213,274,354 


$1.75 


$1.56 


$2.24 


$2.83 


North  Atlantic  Division : 

Maine 

New  Hampshire 

Vermont 

Massachusetts 

Rhode  Island 

Connecticut 

New  York   

New  Jersey 

Pennsylvania 

South  Atlantic  Division : 

Delaware 

Maryland  

District  of  Columbia  , 

Virginia 

West  Virginia 

North  Carolina , 

Soutn  Carolina 

Georgia 

Florida , 

South  Central  Division : 

Kentucky  

Tennessee , 

Alabama    , 

Mississippi 

Louisiana 

Texas  

Arkansas 

Oklahoma ... 

North  Central  Division  : 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri..  

North  Dakota 

South  Dakota 

Nebraska 

Kansas. 
Western  Division  : 

Montana  

Wyoming 

Colorado 

New  Mexico  

Arizona 

Utah  

Nevada  

Idaho  

Washington 

Oregon     

California 


29,796,8.35 
3,781, .581 
4,854,834 

28,430.033 
2,244,329 


28,538,0.58 
5,130,492 
4,872,829 

35,285.635 
4,267,673 


48,023,492 
8,767,165 
10,678.680 
62,823,563 
10,213,815 


83,465,675 
14,173,185 
14.290,931 
84,802,319 
16.542,244 


2.38 

.63 

.73 

2.14 

2.15 


1.97 

.68 

.55 

2.03 

2.41 


2.76 

.99 

.97 

2.81 

3.37 


3.98 
1.36 
1.05 
323 
4.08 


•  In  1898-99. 

2  Approximately. 

3  In  1889-90. 
*In  1897-98. 
5  In  1896-97. 


950,662 

418,545 

499.961 

5.579,363 

461,160 

1,496,981 

9,607,904 

2,302.341 

8,479,918 

1.53,.509 

1,214,729 

373,535 

.587,472 
.577,719 
177,498 
275,688 
292,000 
129,431 

1,075,000^ 
7.58.000'- 
370,000= 
950,000 
.531,834 
(mO.OOO-^ 
.520,000' 


1,067,991 
565,339 
446.217 

4,983,900 
526,112 

1,408,375 
10,296,977 

1,873,465 

7,369,682 

207,281 
1,-544,367 
438,567 
946,109 
707,5.53 
376,062 
324,629 
471,029 
114,895 

1,069,030 
744,180 
.500.000' 
830,705 
411,858 

1,030.000'' 
287,056 


1,327,.553 

844,333 

711,072 

8,286,062  I 

884,966  ; 

2,1.57,014 

17,.543.880 

3,340,190 

12,928,422 

275,000= 
1,910,663 

905,777 
1.604,509 
1,198,493 

714,900 

4.50,936 
1,190.3.54 

516,533 

2,140,678 
1,.526,241 

890,000= 
1,109,575 

817.110 
3,178,300 
1,016,776 


6.831,035 
2,897, .537= 
6,656„542  i 
2,840,740 
1,932,.539 
960,.5.58 
3,269.190 
1,749  019 

23,000= 

365,.520 
904,323 

35,600= 

7,000= i 

67,395  ! 

4,900= i 

0  I 

117,000=; 

85,000= 

19,003 

35,000= 

160,000= 

1,713,431 


7,166,963 
4,491,850 
7,014,092 
2.775.917 
2,177,023 
1,328,429 
4,484,043 
2,675,364 

245,000 

1,108,617 
1,818,337 

78,730 

28.504 

395,227 

28,973 

61.172 

132,194 

220,245 

38,411 

112,615 

307,031 

2,864,571 


10,602.238 

5,245,218 

ll,ti45,126 

5,349,366 

3,801,212 

4,187,310 

6,382,9.53 

5,434,262 

f       626,949 

[   1,199,630 

3.376,332 

4,972,967 

364,084 
225,000= 

1,681,379 
85,000= 
181,914 
394,685 
161.481 
169,020 
9.58,111 
805,979 

5,187,162 


1,712,795 
1,051,2651 
1,074,222 

13.826,243 
l,.570,895i 
3,189,249 

.33,421,491 
6,142,.520' 

21,476,995 

=275,000^ 

2,912,.527i 

1,228,133 

1,971,2641 

3,215,321 

931,143* 

894,004 

1,980,016 

765,777 

2,6.50,190= 
1,751,047 

923,464 
1,306,186 
1,135,125 
4.469,014 
1,369,810 

686,095 

13,335,211 
8,1,S8.089 

17,7.57,145 
6,.539,146' 
5,493,370 
5,630,013 
7,978,060' 
78,16,0.50 
1,440,892 
1,. 598,757 
4,403,222 
4,622,364 

8.54,069 

2.53,.551 

2,793,648 

343,429 

299,730 

1,073,-586 

224.622 

400.043 

1,795,795* 

1,.594,420 

6,909,.351 


1.51 
1.30 
1.51 
3.73 
2.05 
2.74 
2.17 
2.48 
2.36 

1.21 

1.53 

2.77 

.47 

1.26 

.16 

.38 

.24 

.66 


..59= 
.36= 

1.11 
.71 
.74= 

1.02= 


2.52 
1.70= 
2.57 
2.33 
1.70 
2.06 
2.70 
.99 

[•  1.29= 

2.61 
2.24 

1.62* 

.71= 
1.44 

.05= 
0 
1.28= 
1.93= 
1.17 
1.30= 
1.65= 
2.93 


1.65 
1.63 
1.34 
2.80 
1.90 
2.26 
2.03 
1.66 
1.72 

1.41 

1.65 
2.47 
.63 
1.14 
.27 
.33 
.31 
.43 

.65 

.48 

.40= 

.73 

.44 

.65« 

.36 


2.24 
2.27 
2.28 
1.70 
1.65 
1.70 
2.76 
1.23 

1.81 

2.45 
1.83 

2.01 
1.37 
2.03 

.24 
1.51 

.92 
3..54 
1.18 
1.50 
1.76 
3.31 


2.01 
2.24 
2.14 
3.70 
2.56 
2.89 
2.92 
2.31 
2.46 

1.63= 

1.83 

3.93 

.97 

1.57 

.44 

.39 

.65 

1.32 

1.15 
.86 
..59= 
.86 
.73 

1.42 
.90 


2.89 
2.39 
3.04 
2..55 
2.25 
3.22 
3.34 
2.03 
f3.43 
13.65 
3.19 
3.48 

2.76 
3.71= 
4.08 
..55= 
3.05 
1.90 
3.53 
2.00 
2.74 
2.57 
4.29 


2.47 

2.58' 

3.13 

4.93, 

3.66 

8..51 

4.60 

3.34' 

3.41 

=1.60» 

2.47' 

4.41 

1.08' 

3.35 

.51* 

.67 

.89 

1.45 

1.29= 

.87 

.50 

.86' 

.82 

1.47 

1.04 

1.72 

3.21 

3-30' 

3  68 

2.74' 

2.66 

321 

3.63' 

2..52 

4.,52 

3.98 

4.12 

3.14 

3.51 

2.74 

5.18 

1.76 

2.44 

3.88 

5.30 

2.47 

3.75* 

3.85 

4.65 


EUROPEAN  INFLUENCES  ACTING  ON   AMERICAN   EDUCATION. 


296 


The  School  Revenue  Analyzed. 


Average  Amount  Raised  Per  Taxpayer 

(i.  e.,  Per  Adult  Male). 


State  or  Territory. 

(1899-1900  unless 

otherwise  indicated.) 


United  States 


North  Atlantic  Div 
South  Atlantic  Div. 
South  Central  Div. . 
North  Central  Div.. 
Western  Division  .. 


Pi  ^ 


$0.45 


.17 
.22 
.55 
.69 
.59 


North  Atlantic  Div.:      I 

Maine ! 

N.  H.  (1898-99) 

Vermont 

Massachusetts 

R.I.  (1898-99)  

Connecticut 

New  York  .  — 

New  Jersey  (1898-99). 

Pennsylvania  . 

South  Atlantic  Div.: 

Delaware  (1889-90)'.. 

Maryland  (1898-99) .. 

Dist.  of  Columbia  ... 

Virginia  (1898-99).... 

West  Virginia j 

N.  C.  (1897-98) -1 

South  Carolina 

Georgia 

Florida 

South  Central  Div.: 

Kentucky  (1890-97).. 

Tennessee I 

Alabama 

Mississippi  (1898-99). 

Louisiana 

Texas  

Arkansas 

Oklahoma.. 

North  Central  Div.: 

Ohio 

Indiana  (1897-98)... 

Illinois ! 

Michigan  (1898-99).  .j 

AVisconsin 

Minnesota   ', 

Iowa  (1898-99) 

Mi.ssouri 

North  Dakota  

South  Dakota  

Nebraska 

Kansas 

Western  Division : 

Montana 

Wyoming 

Colorado 

New  Mexico 

Arizona 

Utah  

Nevada 

Idaho  

Wash.  (1897-98) 

Oregon 

California 


.89 
.00 
.49 
.20 
.14 
.58 
.11 
.44 
.00 

1.24 
.18 
.00 
.11 
.19^ 
.15 
.00 
.44 
.27 

.24 


.38 
.42 
.17 
1.52 
.11 
.00 


$1.72       $7.34 


.23 
.93 
.67 
.46 
.33 

1.30^ 
.20 
.69 

■l.bl 
.00 

1.74 

1.07 

.00 

1.05 

.54 

.00 

.00 

.46 

5.87 

.62 

.63 

1.38 

.41 


2.00 
1.93 

i.a^ 

1.04 
3.19 


9.99 
2.80 
2.00 
9.00 
6.85 


$1.15 


2.17 
.55 
.31 
.96 
.69 


1.57 

.31 

.83 

.00 

.99 

1.16 

1.63 

4.34 

3.14 

.12= 
2.37 

.00 
2.30 
1.62' 
1.96 
1.95 
2.31 

.68 

2.66 
.00 
1.93 
2.11 
.94 
303 
1.38 
1.05 

1.53 

2.35 

.74 

.99 

1.04 

1.26' 

.00 

1.13 

.00 

2.14 

.54 

.00 

.00 
.00 
.00 

7.05 
.23 

4.08 
.59 

2.79 


5.95 
6.76 
6.30 
16.26 
10.43 
8.50 
10.53 
0.98 
8.39 

4.32 

5.92 

15.74 

2  25 

6.15 

.06 

.41 

.77 

4.06 

2.22 
3.32 

4 

1.59 
2.39 
1.33 
3.23 
3.59 

9.41 
7.23 

11.77 
7.38 
7.98 
6.. 59 

12.79 
5.88 
9.48 

12.85 
7.45 
9  87 

6.13 
5  42 

11.09 

.65 

4.47 

10.55 
5.18 
3.98 


3  93«  I     5.60 
.00     1     8.29 


5.75 


6.29 


.00 

.74 

.12 

.14 

.42 

.65 
3.72 

.01 
2.69 

.00 
1.10 
.00 
.14 
.94 
.37 
.57 
.76 
.22 

.40 
.33 
.50 
.14 
.19 
.19 
.07 
1.17 

.47 

.69 

.57 

.64 

.91 

2.15^ 

1.51 

1.03 

.15 

.67 

3.37 

.39 

.45 

61 
1.91 

.00 
1.00 

.95 

.02 
1.03 

.24 
1.44 

.23 


6 


$10.66 


14.33 
5.50 
4.71 
11.69 
11.32 


8.41 

7.81 
8.44 
16.60 
11.98 
10.89 
15.99 
11.77 
14.22 

5.68 
9.57 
15.74 
4.80 
8.90 
2.54 
2.93 
4.28 
5.23 

5.52 
3.93 
2.81 
4.26 
3.69 
6.07 
4.79 
5.81 

11.64 
11.20 
13.75 
9.47 
10.26 
11.30 


is . 


a 


S 

< 


Per  Cent,  of  the  Whole  Revenue 
Derived  From— 


$9.79 


16.39 
3.67 
3.14 
11.07 
17.86 


8 


$1.09 


.87 
L50 
1.50 
1.05 

.63 


4.2 


10.41 
11.00 
10.48 
21.55 
14.23 
13.89 
19.20 
12.94 
14.16 

5.68 
8.49 
17.77 
3.21 
6.30 
1.52 
1.61 
2.61 
3.87 

4.09 
2.62 
1.69 
2.44 
2.42 
4.14 
3.07 
5.% 

11.35 
10.29 
13.63 
10.06 
9..39 
11.28 


14.53 

13.10   1 

8.73 

7.39 

14.90 

16.72 

15.66 

15  73 

13.10 

12  38  ; 

1133 

9.63  1 

6.58 

18.04   ' 

7.08 

14.78 

13  61 

•  24.74 

7.70 

8.03 

5.70 

8.91 

16.04 

12.95 

11.66 

24.40 

§.42 

11.61  : 

10.40 

19.27   1 

11.11 

14.68 

12.68 

2045  ! 

.81 
.71 
.81 
.77 
.84 
.78 
.83 
.89 
1.00 

1.00 
1.13 
.91 
1.49 
1.41 
1.67 
1.81 
1.64 
1.35 

1.35 
1..50 
1.66 
1.75 
1..V2 
1.46 
1.56 
.97 

1.03 
1.09 
1.01 

.94 
1.09 
1.00 
1  11 
1.18 

.89 
1.00 
1.06 
1.18 

.36 
.48 
.55 
.96 
.64 
1.24 
.48 
.73 
.54 
.76 
.62 


1.2 
3.9 
11.8 
5.9 
5.2 


10 


16.1 


11 


68.9 


10.8 


10.5 
0.0 
5.8 
1.2 
1.1 
5.3 
07 
3.7 
00 

21.8 
1.8 
0.0 
2.4 
2.1» 
5.8 
0.0 

10.3 


13.9  69.7  15  2 

35.1  51.0  10.0 

39.3  42.5  6.4 

8.9  77.1  8.1 


28.2 


18.7 
3.9 
9.9 
0.0 
8.3 
10.6 
10.2 
36.9 
22.0 

2.2* 
24.7 

0.0 
48.0 
18.1' 
77.1 
66.5 
54.1 
13.1 


60.5 


70.8 
86.5 
74.6 
98.0 
87.1 
78.0 
65.8 
59.3 
59.0 

76.0 
61.8 
100.0 
46.9 
69.1 
2.2 
14.0 
17.9 
77.7 


4.4 

48.2 

40.3    ' 

7.2 

0.0 

84.5 

13.6 

68.7 

4 

9.8 

49.6 

37.3 

4.6 

25.4 

64.8 

251 

49.9 

22.0 

2.3 

288 

67.5 

0.0 

18.1 

61.8 

2.0 

13.2 

80.9 

8.3 

20.9 

64.6 

4.8 

.5.4 

85.6 

4.8 

10.5 

78.0     1 

3.2 

10.1 

77.8     1 

11.53 

11.2' 

58.3    , 

1.4 

0  0 

88.0 

7.9 

12.9 

67.3 

30.7 

0.0 

63.6 

0.0 

13.7 

82.1 

13.3 

4.1 

56.9 

9.4 

0.0 

87.1 

0.0 

0.0 

93.4 

14.8 

0.0 

76.5 

4.0 

0.0 

81.5 

0.0 

91.5 

8.5 

0.0 

4.0 

78.5 

2.8 

25  4 

65.8 

50.4 

5.1 

44  4 

7.3 

33.1 

47.3 

6.0 

37.8« 

53.9 

12.4 

0.0 

74.6 

3.3 

45.4 

49.6     1 

6.1 


0.0 
9.6 
9.7 
08 
3.5 
6.1 

23.3 
0.1 

19.0 

0.0 
11.7 

0.0 

2.7 
10.7 
14.9 
19.5 
17.7 

4.0 

7.1 

8.3 
17.7 
3.3 
5.2 
30 
1.4 
20.1 

3.9 
6.2 
4.2 
6.7 
8.9 
19.0* 
10.6 
11.9 
5.7 
4.2 
25.7 
3.5 

6.6 

8.7 
14.5 

0.0 
17.5 

6.0 

0.1 
12.3 

2.3 
13  0 

1.7 


'  Approximately. 

2 State  appropriation  for  colored  schools. 

3  In  1897-98. 


♦Not  reported. 

5  Includes  receipts  from  bonds  sold. 

o  Includes  some  local  funds. 


297  EUROPEAX   lyFLlEyCES   ACTIXG   ON   AMERICAN   EDUCATION. 


F.    Bibliography. 

Adams.  H.  B.     Thos.  Jefferson  and  the  University  of  Virginia   (U.  S.  Bu.  Educ. 

Circ.  Information,  No.  1,  1888). 
Barxard,   Henry.      Rob't    Owen   and   Factory   PoiJulations;    in   BarnanVs   Jr., 

XXVI,  411-412. 

Barxard,    Henry.     Sam'l    Wilderspin   and    Infant    Schools;    in   Barnard's   Jr., 

XXVII,  897-000. 

Barnard,   Henry.     Pestalozzianism    in   the   United    States;    in   Barnard's   Jr., 
XXX,  561-572. 
*Barnard,  Henry.     Pestalozzi  and  Pestalozzianism. 
IBarnard,  Henry.     Kindergarten  and  Child  Studg  Paj)ers. 
Blow,  Svsan  E.     Kindergarten  Education  :  in  Education  in  the  United  States 

(Monographs:   N.  M.  Butter,  editor). 
BoESE,  Thos.     Puhlic  Education  in  the  City  of  New  York. 
Bourne,  — .     History  of  the  Puhlic  School  Society  (of  X.  Y.). 
BoYKiN,  Jas.  C4.     Physical  Training;   in  Rep.  U.  S.  Com.  J?(Zwc.,   1891-1892,  I, 
451-594. 
*Bro\vn.   Elmer   E.     History   of    Secondary   Education   in   America;    in   School 

Review,  VI,  VII  (see  Index), 
t Brown,  Elmer  E.     The  Making-of  Our  Middle  Schools. 
JBrown,  Mariana  G.     Sunday-School  Movements  in  America. 
Campbell.  Douglas.     The  Puritan  in  Holland,  England,  and  America. 
Clews,  Elsie  W.     Educational  Legislation  and  Administration  of  the  Colonial 

Governments. 
DeGarmo,  Chas.     Herhart  and  the  Herhartians. 
Draper,  A.  G.     Public  School  Pioneering  in  New  York  and  Massachusetts;   in 

Educ.  Rev.,  Ill,  313-336,  IV,  241-252,  V,  345-362,  VIII,  112-115. 
Eggleston,  Edw.     The  Transit  of  Civilization. 
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fFiSKE,  John.     The  Dutch  and  Quaker  Colonies  in  America. 
Ford,  Paul  L.     The  New  England  Primer. 
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Com.  Educ,  1896-1897,  I,  899-922. 
Hartwell,  E.  M.     Physical  Training  in  American  Colleges    (U.   S.  Bu.   Educ. 
Circ.  Information,  No.  5,  1885). 
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in  the  U.  'S.;  in  Rejh  U.  S.  Com.  Educ,  1897-1898,  I,  591. 
fHiNSDALE,  B.  A.     Documents  Illustrative  of  American  Educational  History;   in 
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1891,  404-406. 
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in  Educ.  Rev.,  IV,  34-46,  V,  232-242. 
Meriwether,  C.     History  of  Higher  Education  in  S.  Carolina  (U.  S.  Bu.  Educ. 

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EUROPE  AX   lyFLlEXCES   ACTIXG    OX   AMERICAX   EDUCATION.  298 

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Kandall,  S.  S.     History  of  the  Common  School  System  of  the  State  of  Xcw 
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formation, No.  2,  1888). 
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formation, No.  2,  1894). 
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Information,  No.  2,  1893). 

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Circ.  Information,  No.  1,  1894). 

Wickersiiam,  Jas.  p.     History  of  Education  in  Pennsylvania. 

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J  o  ty  ty .  ^ 

, ,  , ,  ,  t      :    C>c-Cxrvv>v,-«»^    D  O^j  sy^^\^  i&-^ 


INDEX. 


Page. 

Abelard ^->  ^^ 

Academy  movement  in  America 284 

Adelhard    84 

Agricola,  Rudolph 113 

Albert  the  Great 93 

Alcuin    62,  67-09 

Alexandria  and  its  school 32 

Alexandria,  tatliechetical  school  of 50 

Alfred  the  C4rcat 63 

Anselm,  St 92 

Aquinas,   St.   Thomas 93 

Arab  Learning 80 

Archimedes    32 

Aristophanes   30 

Aristotle    ^}'  ^^ 

Ascham,  Roger 165-167 

Assyrian    Education 10 

Astronomy,  Arab  ^vork  in 81 

Astronomy,  European  at  the  time 83 

Athenian   Education 25 

Babylonian    Education 10 

Bacchants  and  A,  B,  C  Shooters 125 

Bacon,  Francis 173-174 

Bacon,  Roger 83,  94 

Barbaric    Invasions 56 

Basedow,  Joh.  H 207-209 

Bede    62 

Bell  and  Lancaster 264,  286-288 

Benedictines   58,  59 

Berlin  December  Conference 236 

Berlin,  University  of 234 

Board  Schools,  Development  of 273 

Boccaccio    109 

Boethius  77 

Bologna,   University    of 99 

Bonaventura    93 

Books,  scarcitv  of 59 

Brahe,    Tycho'. 172 

Braunschweig    138 

Brinslev,   John 170 

Burgh  '  schools .89,   124,  125 

Calvin.    John 131,  132 

Cambridge,  University  of 101 

Campe,  Joachim  H 208 

Capella,  Martianus 77 

Cassian    51,  58 

Cassiodorus   77 

Catechetical    schools 50 

Cathedral   schools 72,  122 

Chaldean    Education 10 

Charity    schools 124 

Charity  schools  in  England 263 


I'AGE. 

Charlemagne  and  his  work 67 

Chemistry,  Arab  work  in 81 

Chemistry,  European  at  tlie  time 83 

Chinese    Education l'* 

Chivalry  87 

Chivalric    education 88,  124 

Christian  Education,  Early 47 

Chrj'soloras,  Emmanuel HO 

Cities,  Rise  of  free 89 

Clement  of  Alexandria 50 

Cogswell,    Dr 291 

Colet,  John ;•  -^^^ 

Comenius,  J.   A 179-187 

Comenius,    text-books -182 

Communal  colleges  of 

France   244,  246,  249,  251 

Confucius 14 

Constantine   of   Salerno 98 

Constituent  Assembly — the 197 

Conversions,  dates  of 58 

Copernicus,  N 1 J2 

Cowley,  Abraham 170 

Crusades,   the 88 

Dame   schools 125 

Dante  79,  109 

Demia,    Father 155 

Descartes,   Ren6 174 

Diesterweg,    Adolf 216,  225,  236 

Dinter,  Gustav  Fr 216 

Dominicans    93 

Duke  Ernst  the  Pious 184 

Dury,  John 170 

Edgeworth,  Richard  &  Maria 266 

Egyptian   Education 8 

England — Secondary  Schools 274 

England — Present  status  of  education 

in 275-276 

England  and  Ireland  during  the  Early 

Middle  Ages 62 

Episcopal   schools 60,  72 

Eton    School 159 

Erasmus    112,  114 

Eratoshenes   32 

Erigona,    John    Scotus 92 

Ernesti    201 

Euclid 32 

Expenditure  Per-capita — 

In   America 294 

In  England 273 

In  France 252 

Expenditure — Progress  in  in  America 295 


300 


301 


INDEX. 


Page. 

Felbiger,  Joh.  Ign 205 

Fellenberg  Manual  Labor  movement  in 

America    292 

Fenelon,  Abb6  de 153-154 

Feltre,   Vittorino   de 110 

Feudalism    87 

Fichte's  Addresses 233 

France — ^Statistics  on  progress  of  primary 

education 252,  254 

Francke,  Aug.  Herm 200 

Francke's    "  institutions  " 200 

Franklin,    Benj 284,  290 

Frederick  the  Great 203-206 

Frederic   II 84 

French  school  system — present  status 

of   252-258 

Frick,   Otto 221 

Froebel,  Fr.  W 224-230 

Galileo    173 

Geographical   discovery 117 

Gerbert    71,  84 

German  Schools,  in  17th  C 140 

German  schools,  Percentage  enrolled 235 

German  Schools,  present  status 237-239 

German  Universities — American  students 

in  291 

Gesner,   J.   M 201 

Gilbert,  Wm 173 

Grammar  Schools,  endowed 125 

Greek   Education 23 

Griscom,    John 291 

Grocyn    116 

Groote,  Gerhard 112 

Guarino,    Battista Ill 

Guilds 89 

Guilds  schools 124 

Guizot   247 

Gymnasium,    Greek 29 

Halle,  University  of 200 

Harnisch,  Chr.  Wm 216,  236 

Hartlib,  Samuel 170 

Hebrew   Education 18 

Hecker,   Julius 200  • 

Hegius,  Alexander 113 

Herbart  Club 222,  293 

Herbart,  Joh.  Fr 219-223 

Hindu  Education 12 

Hoole,   Chas 170 

Hospitals    : 124 

Humboldt,    Wm 233 

Ilypatia    32 

Ignatius   32 

Illiteracy  in  Europe 281 

Illiteracy  in  France — 

In    1790 196 

In  Haute-Marne 197 

1790-1897     249 

Illiteracy  in  Germany,   1865-1898 235,  236 

IlliteracA'  in  Great  Britain 273 


Page. 
Infant  Schools — ■ 

In    France 247 

In  England 266 

In  America 288-289 

Ireland  during  the  Early  Middle  Ages 62 

Isidore  of  Seville 77 

Jansenists    151-153 

Jetlerson,  Thos 290 

Justin    Martyr 32 

Jesuits    \ 131,   143-145,   196 

Jesuit  Education 145 

Kant,  Immanuel 202 

Kepler,  John 173 

Kindergarten,   History   of 228 

Kindergarten  in  America 228,  292-293 

Kindergarten   in   England 266 

Kindergarten,  Nature  of 227-228 

Kindermann,  Ferd 205 

Kriisi,  Hermann 213 

La  Chalotais'  Essay 196 

Lancaster  and  his  system — 

In  England " 264 

In   America 286-288 

Lange,    Karl 222 

La  Salle 154-155 

Law  of  1833 247-248 

Learned  Societies,  rise  of 175 

Legislative  Assembly,  The 198 

Liberty  of  Insti'uction  in  France 248,  251 

Lily,    John 116,  180 

Linacre   115 

Locke,    John 187-189 

Lombard,    Peter 92 

Louis  XIV;  ordinance  of  1698 154 

Loyola,  Ign 143 

Luther,    Martin 130,  134-136,  139 

Lycees-  of   France 244,  246,  249,  251 

McClure,  Wm 291 

Maintenon,  Madame  de 155 

Mann,  Horace 288 

Marenholtz-]?ulow,  Baroness 225 

Maria    Tlieresa 205 

Mathematics,  Arab  work  in 80 

Mathematics,  European  at  the  time 83 

Mathematics,  Arab  translations 84 

Mayo,  Chas .' 266,  288 

Medicine  and  Surgery,  Arab  work  in 82 

Medicine  and  Surgerv,  European  at  the  time. 83 

Melancthon,  Philip . ! 136,  139 

Melancthon's   Saxony   Plan 137 

Merchant  Taylor's  School 161 

Milton,  John 167-168 

Monasteries,  Supjiression  of 160 

Monaster^y,  daily  life  in 71 

Monastic  Education,  Beginnings  of 51 

Monastic  schools..  .- .  .60,  72,  123 

Monitorial  system 264-266,  286-288 

Montaigne    ." 149-150 

Mulcastet-,  Richard 108-170 


INDEX. 


302 


Page. 

Napoleon's  Law  of  1802 244 

National  Convention,  the 198 

Neander,  M 13!) 

Neef,  Jos 2!)1 

Newton,  Sir  Isaac 174-17.3 

Normal  School  of  Paris 198,  245 

Nuremberg,  earlj'  schools  in 114 

Ockham,  \\illiaui  of 93 

Odysscv 38 

Oswego  Normal  School 288,  291 

Otto  ill  (if  Oermany 71 

Overberg,  Bernard 21(j 

Owen,   Kobt 2GG,  288 

Oxford,  University  of 101 

Paris,  University  of 100 

Pascal,  Jacqueline 155 

Peabody,  .Miss 292 

Persian  Education 17 

Pestalozzi 210-219 

Pestalozzian  methods  in  Germany .....  233,  234 

Pestalozzian  methods  in  America 291 

Pestalozzian  methods  in  England 260 

Pettv,    Sir   Wm 170 

Petrarch   109 

Physics,  Arab  work  in 81 

Physics,  European  at  the  time 83 

Piccolomini,  Aeneas  Svlvius Ill 

Pietism,  Pase  of ' 200 

Plato   31 

Platter's   Autobiographv 113.   125 

Plutarch     ." 39 

Polvcarp  32 

Port   Royalists 151-153 

Prague,  University  of 102 

Printing,   Invention   of 116 

Printing,  Spread  of 116,  117 

Ptolemy    32 

"  Public  School  "  foundations 160 

Puritans  in  Massachusetts 282 

Quadrivimn    76 

Quesnay  de  Beaurcpaire 290 

Quintilian   39,  40 

Rabanus  ^Muurus 71,  79 

Rabelais,   Er 147-148 

Raikes,  Robt 263,  285 

Ramus,  Pierre 147 

Ratke,   Wolfgang 178-179 

Reformation,  Schools  before 122 

Rein,  Wm 222 

Reuchlin,  John 113 

Revival  of  Learning  in  Italy 109 

Revival  of  Learning  in  England llo 

Revival  of  Learning  in  Netherlands  and 

Germany 112 

Ritterakademieen   140 

Roehow.  Fr.  E.  von 208 

Rolland's   Report 196 

Rollin    156-157 

Roman    Education ;}() 

Rousseaw,  J.  J 190-194 


Pa(;e. 

St.  Augustine .49,  50,  77 

St.  Augustine  the  Missionary 02 

St.    Benedict 58 

St.  Columba 62 

St.  Jerome 50 

St.  Louis,  Kindergarten  in 293 

St.  Martin 51 

St.   Paul's   School 116,   159 

Salamanca,   L^niversity   of 101 

Salerno.  University  cf 99 

Salzmann,  Chr.  G •.208 

Saxony  Plan,  the 137 

Schola.sticism 92 

School  attendance.  Increase  in — 

In   America 293 

In  Germany ^. 235 

In  England 2 

School  expenditure — See  Expenditure. 

School  Reveiuie.  in  America 296 

School  term.  Length  of — 

In  America,  1871-1900 294'    / 

Scotland,  education  in 162 

'Scotus,  Duns 93 

Seven  Liberal  Arts 76 

Societies,  Educational 

In  America 284-286.  288 

In  England 266-267 

Socrates    30 

Song  Schools 124,  125 

Soi)hists,  The ' 30 

Stow,  David 266 

Stoy,  Karl  V 221 

Sturmius,    John 139 

Spartan    Education 24 

Spencer,   Herbert 231-232 

'Sundav  Schools — 

In   England 263 

In  America 285-286 

Sylvius,  Aeneas Ill 

Tallevrand's   Rapport 198 

Talmud,  The 19 

Trivium    76 

Trotzendorf ,  V 438 

Ulphilas,   work  of 58 

Universities,  Rise  of  the 98 

University  of   France 245 

Reorganization  of 251 

Vergeriiis,   Petrus   Paulus 110 

Vives     147 

Wessel.   John 1  ]  ."J 

Wilderspin,    Sani'l 266.  288 

Winchester    School 158-159 

Wolf,   Yv.  Aug 201 

Wolff,   Christian 201,  203 

Wfirtemberg  School  System 137 

Xenophon     31 

York,  the  school  at 62 

Ziller.  Tuiskon 222 

Zwingli    131.   136 


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